scholarly journals Toward Facilitating Team Formation and Communication Through Avatar Based Interaction in Desktop-Based Immersive Virtual Environments

2021 ◽  
Vol 2 ◽  
Author(s):  
Alexandre Gomes de Siqueira ◽  
Pedro Guillermo Feijóo-García ◽  
Jacob Stuart ◽  
Benjamin Lok
Keyword(s):  
Classroom Environment ◽  
Communication Systems ◽  
Video Conferencing ◽  
Open Spaces ◽  
University Of Florida ◽  
Immersive Virtual Environments ◽  
Poster Sessions ◽  
Hands On ◽  
Survey Responses ◽  
The University

Millions of students worldwide have adopted online learning due to the isolation restrictions imposed by the Covid-19 pandemic. In this context, video conferencing platforms have garnered immense popularity as tools for teaching. However, these tools have several limitations compared to real-world encounters, especially in activities involving collaboration and teamwork. A growing number of researchers and educators have turned to avatar-based communication platforms, such as Mozilla Hubs, as alternatives that can complement video conferencing in social and teaching activities. Several previous research efforts have focused on developing tools that implement avatar-based communication systems or have explored creating activities in these 3D virtual spaces, such as poster sessions in scientific conferences or the classroom environment. In this work, we describe our semester-long efforts to develop Mozilla Hubs rooms toward promoting interaction and communication to help students self-form teams in the context of an introductory virtual reality course at the University of Florida. We describe hands-on activities to prepare students to use Mozilla Hubs effectively, including teaching them skills to customize and create avatars. We describe the implementation of three virtual rooms developed based on researchers' observations and students' survey responses. By observing students' behavior and communication patterns in those rooms, we propose a set of guidelines for building virtual rooms that can promote communication, interaction, and teamwork. We discuss the rooms' design, students' attendance, and avatar choices. Our findings suggest that highly detailed, small, closed spaces are preferred over large, open spaces with few details when promoting interaction and collaboration among students.

scholarly journals The Importance of School Gardens as Perceived by Florida Elementary School Teachers

2000 ◽  
Vol 10 (1) ◽  
pp. 229-231 ◽  
Author(s):  
Sonja M. Skelly ◽  
Jennifer C. Bradley
Keyword(s):  
Elementary School ◽  
Experiential Learning ◽  
Elementary School Teachers ◽  
The United States ◽  
School Gardens ◽  
School Garden ◽  
University Of Florida ◽  
Hands On ◽  
Learning School ◽  
The University

While gardening is the number one hobby in the United States, elementary schools are just beginning to explore the use of school gardens as a means to enhance classroom learning. School gardens can reinforce classroom instruction by offering opportunities for experiential learning. The benefits of experiential learning allow for a better understanding of concepts as the hands-on approach provides meaningful and tangible experiences. While many teachers have anecdotally attested to the benefits of school gardens, there is little empirical evidence documenting their impact. In Fall 1997, the University of Florida hosted a competition for the best elementary school garden in Florida. Results from a research questionnaire completed by participating teachers indicated that teachers used school gardens infrequently, with the majority using the garden as an instructional tool no more than 10% of the time. Many teachers did, however, indicate that school gardens were used for environmental education (97.1%) and experiential learning (72.9%), and 84.3 % of teachers said that related activities enhanced student learning. Findings also indicate that the teachers surveyed had relatively new gardens and teachers lacked, or were unaware of educational resources to assist with garden learning. This paper describes and interprets the results of the teacher questionnaire.

scholarly journals Calcium Signaling in Aging and Neurodegenerative Diseases 2019

2020 ◽  
Vol 21 (3) ◽  
pp. 1125 ◽  
Author(s):  
Luísa Cortes ◽  
João Malva ◽  
Ana Cristina Rego ◽  
Cláudia F. Pereira
Keyword(s):  
Calcium Signaling ◽  
Calcium Binding ◽  
Oral Communication ◽  
Social Events ◽  
Poster Sessions ◽  
Hands On ◽  
Health And Disease ◽  
The University ◽  
8Th Edition

The European Calcium Society (ECS) workshop, which is held every 2 years, is a dedicated meeting of scientists interested in the elucidation of the action of calcium binding, calcium signaling and the study of proteins and organelles, such as mitochondria and endoplasmic reticulum, thereby involved, either in health and disease conditions. The 8th edition of the ECS workshop was organized by a group of researchers from the University of Coimbra, Portugal, in close collaboration with ECS board members. Thanks to the central role of “Calcium Signaling in Aging and Neurodegenerative Disorders”, the ECS 2019 workshop was attended by 62 experts who presented their results in a plenary lecture and five regular symposia, two oral communication sessions and two poster sessions, followed by a hands-on session on calcium imaging. All the scientific and social events were fully participated by the scientific community that allowed a close and fruitful interaction and discussion between junior researchers and senior experts in the field. In this report, the contributions in individual sessions are summarized.

scholarly journals Development and Implementation of a Nonmajors Horticultural Survey Class

2003 ◽  
Vol 13 (1) ◽  
pp. 196-199
Author(s):  
Jennifer Campbell Bradley ◽  
Dennis McConnell ◽  
Michael Kane ◽  
Grady Miller
Keyword(s):  
Student Response ◽  
University Of Florida ◽  
Entry Level ◽  
Agriculture Programs ◽  
Hands On ◽  
Popular Appeal ◽  
New Students ◽  
The University ◽  
Classroom Presentation ◽  
First Time

Attracting new students into traditional agriculture programs has become increasingly difficult. Offering a survey course as a means for introducing students to agriculture is a concept with popular appeal. As a recruiting effort, and as a method of introducing students to horticulture, the Environmental Horticulture Department at the University of Florida, Gainesville, designed a one-credit course for nonmajors. The course was structured to provide a broad overview of horticulture, emphasizing plant use to enhance interior and exterior environments. The intent was to develop a course somewhat similar to an entry-level course for majors, but with each lecture devoted to a single, self-contained topic. When feasible, hands-on activities were incorporated within the classroom presentation. The course ORH 1030-Plants, Gardens, and You was offered for the first time in Summer 1997. It is now offered every semester. The course has one faculty assigned each semester and various other faculty members, including teaching, research, and extension specialists, participate as guest lecturers. Methods to improve the course are discussed by the faculty presenters and the course coordinator each term. Student response to ORH 1030 has been favorable, ratings are high and enrollment in the course has continued to rise from 30 to our current cap of 100. As a means of ensuring that we are meeting the needs of our students and to aid in targeting potential students, a survey was administered in Spring 2000. Students enrolled in the course were surveyed at the beginning and the end of the semester to gain insight into student demographics, horticulture background and experience, reasons for enrollment in the class, and overall interest in the course.

scholarly journals Delivering blended bioinformatics training in resource-limited settings: a case study on the University of Khartoum H3ABioNet node

2019 ◽  
Vol 21 (2) ◽  
pp. 719-728 ◽  
Author(s):  
Azza E Ahmed ◽  
Ayah A Awadallah ◽  
Mawada Tagelsir ◽  
Maram A Suliman ◽  
Atheer Eltigani ◽  
...  
Keyword(s):  
Classroom Environment ◽  
Developed Countries ◽  
Learning Approaches ◽  
Resource Limited Settings ◽  
Resource Limited ◽  
Local Setting ◽  
Hands On ◽  
Effective Delivery ◽  
The University

Abstract Motivation Delivering high-quality distance-based courses in resource-limited settings is a challenging task. Besides the needed infrastructure and expertise, effective delivery of a bioinformatics course could benefit from hands-on sessions, interactivity and problem-based learning approaches. Results In this article, we discuss the challenges and best practices in delivering bioinformatics training in resource-limited settings taking the example of hosting and running a multiple-delivery online course, Introduction to Bioinformatics, that was developed by the H3ABioNet Education and Training working group and delivered in 27 remote classrooms across Africa in 2017. We take the case of the University of Khartoum classrooms. Believing that our local setting is similar to others in less-developed countries, we also reflect upon aspects like classroom environment and recruitment of students to maximize outcomes.

scholarly journals Girls Tech Camp

2019 ◽  
Author(s):  
Suzanne C Stapleton ◽  
Melody Royster ◽  
Neelam Bharti ◽  
Stephanie Birch ◽  
Jean Bossart ◽  
...  
Keyword(s):  
Field Trips ◽  
Video Production ◽  
Academic Science ◽  
Middle School Girls ◽  
University Of Florida ◽  
Science Technology ◽  
Hands On ◽  
8Th Grade ◽  
School Girls ◽  
The University

Motivated by a desire to encourage girls to pursue science, technology, engineering and math (STEM) studies, librarians at the Marston Science Library (Marston) at the University of Florida (UF) developed Girls Tech Camp (GTC), a summer camp designed to introduce middle-school girls to creative technologies used in these fields. This week-long summer day camp launched in 2016, and continued in the summers of 2017 and 2018. Each year, the camp brought twenty-two 6th-8th grade girls into an academic science library to build experience with emerging technologies and increase interest in pursuing further studies or a career in STEM. The camp introduced the girls to a range of technology including 3D modelling, 3D printing, augmented reality, Arduino microcontrollers, light sensors, digital video production, computer coding, and conductive crafts. Through hands-on activities, guest lectures, and campus field trips youth interest and confidence in using technology expanded and participants experienced student and research life at a university.

scholarly journals Satisfaction of General Versus Specialized Continuity Clinic in Hematology Oncology Fellowship Training: A Survey

2021 ◽  
Vol 8 ◽  
pp. 238212052110258
Author(s):  
Sama Ilyas ◽  
Martina Murphy ◽  
Jennifer Duff ◽  
Julia Close
Keyword(s):  
Personal Responsibility ◽  
Fellowship Training ◽  
Continuity Clinic ◽  
University Of Florida ◽  
Clinic Experience ◽  
Thematic Review ◽  
Survey Responses ◽  
The University ◽  
Adequate Supervision

Background: At the University of Florida (UF), hematology-oncology (HO) fellows participate in 2 general types of continuity clinic as part of their fellowship training. One clinic, at the Veterans Hospital (VA), allows fellows to care for patients with a variety of hematology oncology diagnoses in a general clinic setting. The other clinic, located at the university site, is disease or system specific (such as breast or GI clinic). Considerable research supports the value of continuity clinic in residency and fellowship training, but the differences in having a general versus specialized clinic for HO fellows have not been explored. The purpose of this study was to investigate the perceived differences of general versus specialized continuity clinics by recent HO graduates from UF. Specifically, we were interested in learning which features of a continuity clinic they felt were most impactful for their current clinical practice. Methods: An anonymous survey was sent to the last 6 graduating classes of HO fellows at UF, between years of 2013 and 2018. The survey contained short demographic questions, followed by 5 open ended questions pertaining to the differing continuity clinic experiences. Graduates were asked about their opinions of both the general and specialized clinics during their training at UF. Survey responses were reviewed and coded for common themes by the authors. Results: Of 28 graduating fellows surveyed, 13 responded to the survey (response rate 46%). In thematic review of survey responses, the most common themes that emerged concerned autonomy, level of supervision, and the diversity of the patient population. A majority of respondents felt they had more autonomy and personal responsibility at the VA general clinic, but less direct supervision than at the specialized clinics. They also believed they got a broader exposure to different disease types at the VA general clinic. Surveyed participants also commented on the quality of educational seminars and activities, preceptor expertise and teaching, and ability to observe cutting edge practice and clinical trials. Conclusions: Graduated oncology fellows from UF believe that there is a balance that exists between having autonomy and ownership of their patients versus having adequate supervision. Many believe that having “controlled autonomy” and “as much independence as is safe for patients” is key to a meaningful continuity clinic experience during oncology fellowship training.

scholarly journals Ornamental Teaching Gardens: Design, Development, and Use

EDIS ◽  
1969 ◽  
Vol 2004 (1) ◽  
Author(s):  
Sandra B. Wilson ◽  
Tara M. Minton ◽  
Laurie K. Mecca ◽  
Judith Gersony
Keyword(s):  
Design Development ◽  
University Of Florida ◽  
Educational Value ◽  
Hands On ◽  
Plant Collections ◽  
Hands On Learning ◽  
Indian River ◽  
Research And Education ◽  
Outdoor Teaching ◽  
The University

The teaching gardens at the University of Florida's (UF) Indian River Research and Education Center (IRREC) were developed as an outdoor teaching laboratory to provide on-site plant collections for hands-on learning activities. The educational value of the gardens is witnessed daily by demonstrated landscape design principles and visible plant nomenclature. This is EDIS document FE469, a publication of the Department of Food and Resource Economics, Florida Cooperative Extension Service, UF/IFAS, University of Florida, Gainesville, FL. Published January 2004.  https://edis.ifas.ufl.edu/fe469

Assessing impact of inpatient rotations on resident interest in hematology-oncology.

2020 ◽  
Vol 38 (15_suppl) ◽  
pp. 11031-11031
Author(s):  
Bilal Farooqi ◽  
Lynne Meyer ◽  
Julia Lee Close ◽  
Jennifer Michelle Duff
Keyword(s):  
Response Rate ◽  
Clinical Work ◽  
Small Subset ◽  
University Of Florida ◽  
Negative Results ◽  
Stress Levels ◽  
Before And After ◽  
Oncology Practice ◽  
Survey Responses ◽  
The University

11031 Background: Working as a hematologist-oncologist is rewarding yet challenging. As cancer cases increase, there is a growing need to recruit more oncologists. It has been hypothesized that earlier exposure to oncology may improve resident interest in the field. This is often achieved by rotations on inpatient oncology wards, which represents only a small subset of the clinical work typical in hematology-oncology. We looked to assess whether early exposure to an inpatient oncology rotation impacts pursuit of this career path. Methods: Categorical interns in Internal Medicine at the University of Florida during year 2017-2018 were surveyed anonymously before and after their inpatient oncology rotation. Confidential identifiers were used to pair surveys. Similar surveys were used in the cardiology and gastroenterology rotations to allow for comparison. The survey included descriptor words to choose when describing the field. These words were categorized as either positive or negative. Results: Thirty-three interns were surveyed. Seventeen surveys were able to be paired (52% response rate) in oncology. Cardiology had 15 paired survey responses and gastroenterology had 13 paired responses. Using a 4-point Likert scale, interest in hematology-oncology decreased overall from 3.12 to 2.82 (p = 0.059) while interest in pursuing a fellowship remained the same. Stress levels were increased slightly from 2.30 to 2.05 (p = 0.564). Cardiology also saw a decrease in interest in the field from 3.53 to 2.93 (p = 0.007) but also an increase in pursuing fellowship from 2.20 to 2.60 (p = 0.014) and decreased stress from 3.13 to 2.67 (p = 0.020). Gastroenterology saw a decrease in interest in the field as well from 3.46 to 2.92 (p = 0.020). Interest in pursuing a fellowship and stress levels were not significantly different for gastroenterology. Field descriptors including “challenging,” “scared,” and “excited” decreased the most while “confident,” “inspired,” and “motivated” increased the most when describing hematology-oncology. Conclusions: While interest in this field was negatively impacted, stress levels associated with the field decreased. Furthermore, field descriptors were generally more positive and optimistic in the post-rotation setting. Though not statistically significant, these findings suggest that interns see oncology as less stressful and feel more capable after inpatient exposure during intern year. As much of hematology-oncology practice is outpatient, increasing intern exposure in this area may further improve perception and recruitment to the field.

scholarly journals Satisfaction of general versus specialized continuity clinic in hematology oncology fellowship training: A survey.

2019 ◽  
Vol 37 (15_suppl) ◽  
pp. 10529-10529
Author(s):  
Sama Imran Ilyas ◽  
Martina Cathryn Murphy ◽  
Jennifer Michelle Duff ◽  
Julia Lee Close
Keyword(s):  
Personal Responsibility ◽  
Fellowship Training ◽  
Continuity Clinic ◽  
University Of Florida ◽  
Considerable Research ◽  
Clinic Experience ◽  
Survey Responses ◽  
The University ◽  
Adequate Supervision

10529 Background: At the University of Florida (UF), oncology fellows participate in two general types of continuity clinic as part of their training. One clinic at the Veterans Hospital (VA) allows them to care for patients in a general clinic setting that encompasses a variety of hematology oncology diagnoses. The other clinic, located at the university site, is disease or system specific (such as breast or GI clinic). Considerable research supports the value of continuity clinic in residency and fellowship training, but the differences in having a general versus specialized clinic for oncology fellows have not been explored. The purpose of this study is to investigate the perceived differences of general versus specialized continuity clinics by recent oncology graduates from UF, and what features of a continuity clinic they feel were most important for an effective and meaningful experience. Methods: An anonymous survey was sent to the last six graduating classes of oncology fellows at UF. The survey contained short demographic questions, followed by five open ended questions pertaining to both continuity clinic experiences. Graduates were asked about their opinions of both the general and specialized clinics during their training at UF. Survey responses were reviewed and coded for common themes. Results: The most common themes that emerged from the surveys were concerning autonomy, supervision, and the diversity of cases and patient population. A majority of respondents felt they had more autonomy and personal responsibility at the VA general clinic, but less direct supervision than at the specialized clinics. They also believed they got a broader exposure of different disease types at the VA general clinic. Surveyed participants also commented on the quality of educational seminars and activities, preceptor expertise and teaching, and ability to observe cutting edge practice and clinical trials. Eleven out of thirty surveys were returned and we anticipate a greater than 50% response for the final poster. Conclusions: Graduated oncology fellows from UF believe that there is a balance that exists between having autonomy and ownership of their patients versus having adequate supervision. Many believe that having “controlled autonomy” and “as much independence as is safe for patients” is key to a meaningful continuity clinic experience during oncology fellowship training.

FloRunTM ‘331’ Peanut Variety

EDIS ◽  
2019 ◽  
Vol 2019 (1) ◽  
Author(s):  
Barry L. Tillman
Keyword(s):  
Seed Size ◽  
Growth Habit ◽  
Yield Potential ◽  
High Yield ◽  
University Of Florida ◽  
High Oleic ◽  
Central Stem ◽  
Research And Education ◽  
The University ◽  
High Yield Potential

FloRunTM ‘331’ peanut variety was developed by the University of Florida, Institute of Food and Agricultural Sciences, North Florida Research and Education Center near Marianna, Florida.  It was released in 2016 because it combines high yield potential with excellent disease tolerance. FloRunTM ‘331’ has a typical runner growth habit with a semi-prominent central stem and medium green foliage.  It has medium runner seed size with high oleic oil chemistry.

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