Types of Graphics in E-Learning

2010 ◽  
pp. 67-88
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Digital Imagery ◽  
Still Images ◽  
Different Types ◽  
E Learning ◽  
Types Of Information ◽  
Informational Value

Digital graphics commonly used in e-learning come in various image types and dimensions, each of which enables different types of information communications. The concept of dimensionality builds on how images work on the x, y, and z axes. This also builds on the affordances of digital imagery with live updates, movements, interactivity, emotionality, and other features that may be overlaid or imbued into visuals. This chapter addresses still images to dynamic ones. Considering the types of graphics and the informational value of each category should enhance their development and use in e-learning.

Capturing and Authoring Tools for Graphics in E-Learning

2010 ◽  
pp. 118-141
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Open Source ◽  
Digital Images ◽  
Authoring Tools ◽  
Continuous Image ◽  
Digital Imagery ◽  
Image Capture ◽  
Still Images ◽  
Image Information ◽  
Wide Range ◽  
E Learning

A wide range of capturing and authoring tools for the raw image capture, creation and deployment of digital imagery for e-learning exists. Image information may be captured using light and sound. The digital images may be captured from realia, as in digital archival efforts; they may be wholly “born digital” and not have much relation to reality. They may be still images or dynamic ones. Some technologies offer continuous image capture and live analysis or annotation of the information. This chapter covers common capturing and authoring tools. A sidebar by Dr. Jason Caudill, a professor, addresses the use of open –source software for creating digital images.

Effect of sleep on memory for binding different types of visual information

2020 ◽  
Author(s):  
John J Shaw ◽  
Zhisen Urgolites ◽  
Padraic Monaghan
Keyword(s):  
Visual Information ◽  
Storage Capacity ◽  
Declarative Memory ◽  
Recognition Task ◽  
Forced Choice ◽  
Long Term Memory ◽  
Term Memory ◽  
Different Types ◽  
Types Of Information

Visual long-term memory has a large and detailed storage capacity for individual scenes, objects, and actions. However, memory for combinations of actions and scenes is poorer, suggesting difficulty in binding this information together. Sleep can enhance declarative memory of information, but whether sleep can also boost memory for binding information and whether the effect is general across different types of information is not yet known. Experiments 1 to 3 tested effects of sleep on binding actions and scenes, and Experiments 4 and 5 tested binding of objects and scenes. Participants viewed composites and were tested 12-hours later after a delay consisting of sleep (9pm-9am) or wake (9am-9pm), on an alternative forced choice recognition task. For action-scene composites, memory was relatively poor with no significant effect of sleep. For object-scene composites sleep did improve memory. Sleep can promote binding in memory, depending on the type of information to be combined.

scholarly journals How the Multiplicity of Suggested Information Affects the Behavior of a User in a Recommender System

Electronics ◽  
2021 ◽  
Vol 10 (6) ◽  
pp. 741
Author(s):  
Yuseok Ban ◽  
Kyungjae Lee
Keyword(s):  
High Precision ◽  
Recommender System ◽  
Visual Information ◽  
Experimental Results ◽  
Supplementary Information ◽  
Digital Platform ◽  
Different Types ◽  
Types Of Information

Many researchers have suggested improving the retention of a user in the digital platform using a recommender system. Recent studies show that there are many potential ways to assist users to find interesting items, other than high-precision rating predictions. In this paper, we study how the diverse types of information suggested to a user can influence their behavior. The types have been divided into visual information, evaluative information, categorial information, and narrational information. Based on our experimental results, we analyze how different types of supplementary information affect the performance of a recommender in terms of encouraging users to click more items or spend more time in the digital platform.

scholarly journals The Effects of Task Complexity on the Use of Different Types of Information in a Search Assistance Tool

2020 ◽  
Vol 38 (1) ◽  
pp. 1-28 ◽  
Author(s):  
Bogeum Choi ◽  
Austin Ward ◽  
Yuan Li ◽  
Jaime Arguello ◽  
Robert Capra
Keyword(s):  
Task Complexity ◽  
Different Types ◽  
Types Of Information ◽  
Assistance Tool

scholarly journals Management of workplace health & safety risks in new disability care arrangements

2014 ◽  
Vol 9 ◽  
Author(s):  
Sofia Stavropoulos
Keyword(s):  
Support Services ◽  
Service Providers ◽  
Health And Safety ◽  
Community Services ◽  
Online Information ◽  
Training Models ◽  
E Learning ◽  
Direct Guidance ◽  
The Individual ◽  
Types Of Information

The NDIS introduces changes to the level of control, choice and flexibility that persons with a disability can exercise over the services they require to support their individual needs. One of the main stays of NDIS is the ability for persons with a disability to utilise allocated funding how and with whom they choose to create a package of supports. Coinciding with the move towards the NDIS has been the introduction of the NSW WHS Act 2011. This Act introduces and broader new definitions relating to persons with responsibilities for ensuring health and safety at work. In some circumstances the individual person with a disability will be a direct employer, or an “other” in the workplace, and will take on responsibilities for health and safety for persons working in their home. For government organisations making funding decisions and allocating funds for the purchase of support services, there continues to be an obligation to ensure that services are conducted safely with risks to health adequately managed. NSW FACS can not “contract” out of their obligations. Instead we must work in partnership with all stakeholders to manage WHS risks as far as is reasonably practicable. Our role in government means we have the resources, experience, and must respond to the community expectation that we will support persons with a disability to understand and discharge their WHS obligations as far as is reasonably practicable. This is a way of operating presents the following questions: Do persons with disability understand the WHS obligations and risks associated with their care and supports? How to individuals with disability obtain sound advice and information on WHS risks that may be associated with their care arrangements? Can WHS information and resources that organisations like NSW Department of Family and Community Services (Ageing Disability and Home Care) have established be leverages to share with our “clients”? As Government partners in NDIS are we obligated to share our knowledge and information? What is the best way to bridge the gap in understanding and what types of information, tools and training can be made available on WHS for persons with a disability.A Joint WHS project currently underway within NSW FACS seeks to address the information and resources gap for all clients who participate in self directed funding arrangements (including NDIS). Our project will demonstrate how products and advice developed for internal staff use can be “reframed” and made accessible to persons with disability, their carers and individual service providers. The approach being applied within NSW FACS will potentially reduce costs in persons with disability being required to engage additional services to seek and develop WHS direct guidance and tools. The project being undertaken will deliver face to face training models, e-learning components and online information and tools to assist stakeholders in the NDIS and other Direct Funding Arrangements within NSW, to make informed decisions regarding WHS risk in the provision of care and support services. Guidance and information is provided on key risk areas utilising tested tools & WHS resources within the disability sector. E-learning solutions are made available to inform and train stakeholders of WHS obligations and potential risk management approaches. NSW FACS works with NGO stakeholders to ensure consistent advice and assistance is provided in the area of WHS obligations and performance expectations.

scholarly journals E-LEARNING MATERIALS FOR SOCIAL SCIENCE STUDENTS

2014 ◽  
Vol 61 (1) ◽  
pp. 77-87
Author(s):  
Marjan Krašna ◽  
Tomaž Bratina
Keyword(s):  
Large Scale ◽  
Multimedia Learning ◽  
Task Force ◽  
Scale Production ◽  
Learning Materials ◽  
Materials Development ◽  
Successful Teachers ◽  
Different Types ◽  
E Learning ◽  
Video And Audio

Today's student population is rightfully categorized as digital natives. From the beginning of their education, they used ICT. The technological gadgets, internet, and social networks are like a glove to them. Such generation of students require more than just textbooks. In the 2013 University of Maribor establish a task force for e-learning materials development. The goal was to identify the optimal technological, didactical and financial approach to the long process of e-learning materials development. Members of the task force have many workshops presenting different views, acquired experiences from their previous projects, technological constraints, prediction, etc. During these workshops it was decided it would be the best to prepare different types of e-learning materials and test them by the students. From their feedbacks we could set the guidelines for large scale production. At the Faculty of Arts, Faculty of Natural Sciences and Mathematics and Faculty of Education students needs to acquire also the digital competences to become successful teachers. For special didactics study programs different types of e-learning materials were produced with different technological approach. The concept was to upgrade the previous deliverables (PowerPoint slides) and narrate them. Narrated slides would enable students to refresh their lectures and should be used as blended e-learning materials. Narrations were prepared in different format: textual narration, voice narration and video narration. But later it was decided that these types are not enough and a mix of narratives (integrated multimedia learning materials) could be used on individual slides depending on the content of the slide. Students first receive the lecture in the classroom and in the same week they need to study associated e-learning materials and write their review of corresponding e-learning materials. In their review students were required to log the required time for studying the e-learning materials; benefits and drawbacks; potential improvement of e-learning materials; and open text of impression of using e-learning materials. Effectiveness and outcomes were tested with the electronic quizzes. Students were highly motivated with these new types of learning materials and provide us valuable feedback. Most efficient were text narrated learning materials, but the favourite was integrated multimedia learning materials. Video and audio narrations take them more time to study since they were constrained with the speed of speech of the recorded lecturer. Key words: design, distance education, e-learning, learning materials, verification and validation.

scholarly journals Examining the Effects of Message Framing and Social Norms on Judgments of Earthquake Legislation

2021 ◽  
Author(s):  
◽  
Lauren Vinnell
Keyword(s):  
Risk Perceptions ◽  
Social Norm ◽  
Message Framing ◽  
Journal Article ◽  
Psychological Research ◽  
Risk Tolerance ◽  
Earthquake Risk ◽  
Injunctive Norms ◽  
Different Types ◽  
Types Of Information

<p>To increase earthquake preparation, it is beneficial to understand the effects of different types of information used in risk communications. This thesis adapts methods that have been used with other hazards or in hypothetical situations and applies them to increasing support for current earthquake-strengthening legislation in Wellington, New Zealand (NZ). Study 1 examined valence and numerical format framing. Expressing the number of buildings affected by the legislation as a negatively-valenced frequency was found to be most effective at increasing earthquake-related judgments¹. Study 2 examined descriptive and injunctive norms and found that a range of subject factors such as age and previous knowledge of the legislation influenced the effects of norms. Study 3 used the same manipulation and included a sample from Palmerston North, where earthquake risk perceptions are lower. This study showed several clear norm effects, with the combination of both descriptive and injunctive norms the most effective at increasing support for the earthquake legislation. All three studies showed that belief in the effectiveness of strengthening earthquake-prone buildings predicted support for the legislation and lower earthquake-risk tolerance, suggesting that this could be a key perception to target in communications. Overall, these studies suggest that certain messages are more effective at increasing support for the governmental legislation, but also that framing and social norm effects on real-world issues interact with other variables such as age and knowledge which ought to be examined further to increase the usefulness of psychological research to risk communication.  ¹ The results of this study have been accepted for publication as a peer-reviewed journal article: Vinnell, L. J., McClure, J., & Milfont, T. L. (in press). Do framing messages increase support for earthquake legislation? Disaster Prevention and Management, 26(1).</p>

scholarly journals ON THE WAY TO THE IDEAL TEXTBOOK OF CHEMISTRY

2013 ◽  
Vol 10 (1) ◽  
pp. 41-60
Author(s):  
Sergey Teleshov
Keyword(s):  
Quality Criteria ◽  
History Textbooks ◽  
Learning Tools ◽  
Electronic Textbooks ◽  
E Learning ◽  
The Russian Empire ◽  
Types Of Information ◽  
The 19Th Century ◽  
The Ideal

History school textbook on chemistry in the Russian Empire beginning in the first half of the 19th century. Which textbooks in chemistry were the first? Who were their authors? What do You know about first stable tutorials in 1930-ies? All of this is briefly reflected in proposed to Your attention. You will learn about the first criteria that guided the first authors of textbooks in 1803 and 1840 уу. You can read also about the pedagogical censorship, which appeared in 1869. Finally, You will be offered to current approaches to assessing the quality of the texts. The first formulation of this issue was started in the last decades of the 20th century. The author presents a comparative description of modern Russian textbooks, per-formed on the basis of the proposed criteria. Any teacher can evaluate themselves in accord-ance with these views and, on that basis, selective tutoring for his school. Seemingly has everything You need to create the ideal textbook, but it has not yet been established. At the same time in education appeared e-learning tools, including e-learning textbook. In addition to traditional types of information - text, tables, pictures etc. - electronic textbooks may use and new – speech, music, movie videos, animations and other colored. It is possible to use multiple document, presenting system information, hypertext links. Now, authors and consumers will face two challenges: the quality of these tests and their correlation with classical, i.e. paper. Thus arises the question of creation of ergonomic tutorial of the twenty-first century. Keywords: history textbooks, quality criteria for classic and electronic textbooks, ergonomic tutorial.

Information Traffic and Information Effectiveness

2016 ◽  
Vol 13 (2) ◽  
pp. 21-36 ◽  
Author(s):  
Bixia Xu ◽  
Zhulin Huang
Keyword(s):  
Information Search ◽  
Accounting Information ◽  
Input Process ◽  
Investor Attention ◽  
Economic Downturns ◽  
Different Types ◽  
Process Output ◽  
Concept Of Information ◽  
Types Of Information ◽  
The Impact

ABSTRACT Search engines are among the most important information technology (IT) applications and platforms on which to conduct information search. This study contributes by investigating whether and how the search engine-enabled information search is related to accounting information effectiveness. We develop the concept of information traffic to conceptualize investor IT-enabled information search activities and to explore whether the searches captured by this concept provide any insights for understanding and enhancing accounting information effectiveness. Building upon the input-process-output model (Maines and McDaniel 2000) and with a sample of 59 accounting information items, we report that information items with higher information traffic have greater ability to explain and predict firm market value (i.e., higher information effectiveness). The impact of information traffic on information effectiveness is higher for economic upturns than for economic downturns and differs among different types of information. We propose a conceptual measure that integrates both information traffic and information effectiveness to capture information relative importance and to suggest empirically an order in importance of the ten types of information we investigate. Our dynamic analysis of information traffic reveals a significant increase of investor IT-enabled information search in the post-financial-crisis period. It also shows higher search increases for accounting items that received previously scant investor attention.

The Politics of E-Learning

2018 ◽  
pp. 109-127
Author(s):  
Mahesh S. Raisinghani ◽  
Celia Romm Livermore ◽  
Pierluigi Rippa
Keyword(s):  
Case Studies ◽  
Learning Strategies ◽  
Two Dimensions ◽  
The Political ◽  
Political Strategy ◽  
Political Strategies ◽  
Organizational Contexts ◽  
Different Types ◽  
E Learning

The goal of this chapter was to study the political strategies utilized in the context of e-learning. The research is based on the e-learning political strategies (ELPoS) model. The model is based on two dimensions: (1) the direction of the political strategy (upward or downward) and (2) the scope of the political strategy (individual or group based). The model assumes that the interaction between these dimensions will define four different types of e-learning political strategies, which, in turn, will lead to different outcomes. The model is presented in the context of the literature on e-learning and is accompanied with four short case studies that demonstrate its political strategies. The discussion and conclusions section integrates the findings from the case studies and outlines the rules that govern the utilization of political e-learning strategies in different organizational contexts.

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