Procedures for Creating Quality Imagery for E-Learning

2010 ◽  
pp. 142-168
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Digital Image ◽  
Visual Object ◽  
Digital Imagery ◽  
Digital Repository ◽  
Learning Contexts ◽  
E Learning

What features describe a quality digital image for e-learning? From concept to actualization, what steps will likely lead to more effective results? This chapter examines the various aspects of successful digital imagery in various e-learning contexts, and it includes strategies for how to identify quality objectives and to execute to achieve these. This includes ideas on how to make the digital imagery for more identifiable, transferable and usable as a visual object in a digital repository.

Pedagogical Theories and Research

2010 ◽  
pp. 1-14
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Visual Information ◽  
Direct Application ◽  
Digital Imagery ◽  
Electronic Learning ◽  
Learning Contexts ◽  
Cognitive Theories ◽  
Apply Theory ◽  
E Learning ◽  
The Creation ◽  
The Mind

Some pedagogical theories and research have direct application to the use of digital imagery in electronic learning (e-learning). Applied perceptional research forms a foundational understanding of how humans see through their eyes. Cognitive theories address how the mind handles visual information. Pedagogical theories provide understandings of how individuals process information and learn effectively. These concepts lead to applied uses of digital imagery in e-learning contexts. These principles and practices will be introduced, analyzed, and evaluated in the context of the creation and use of digital imageries in e-learning. Then, strategies for how to apply theory to the selection, creation, and deployment of digital imagery in e-learning will be proposed.

scholarly journals Implementasi Pengamanan Citra Digital Menggunakan Algoritma ICE

2020 ◽  
Vol 1 (3) ◽  
pp. 284
Author(s):  
Josua Alfiandi Sinuhaji
Keyword(s):  
Digital Image ◽  
Block Cipher ◽  
Digital Images ◽  
Source Code ◽  
Digital Imagery ◽  
The Subject ◽  
Data Theft ◽  
The Difference ◽  
Cryptographic Techniques ◽  
Rotation Function

Digital imagery is currently very widely used, so it is very vulnerable to data theft by unauthorized parties. In order to maintain the security of digital images can be done by using cryptographic techniques. Cryptographic techniques can encode digital images by encrypting them in the form of passwords that are not understood. ICE is a block cipher published by Kwan in 1997. This algorithm has a structure similar to DES, but with additional bit permutations that do not depend on the key in the rotation function. There are various types of ICE variants, namely Thin-ICE, ICE standard, and ICE-n. The difference between the three is the length of the keyword used and the number of rounds. The Thin-ICE algorithm uses 64 bits and 8 turns. The ICE standard uses 64 bits and 16 round keys. The ICE-n algorithm uses keys 64n bits and 16n turns. The use of this type of algorithm can be adjusted to the needs of users where Thin-ICE has the lowest level of security among the three, while ICE-n is the highest. This algorithm does not become the subject of a patent and the source code can be used freely.Keywords : Cryptography, Digital Image,Algorithm,ICE.

Student Learning in an Online Environment

2011 ◽  
pp. 224-234
Author(s):  
Rodney Arambewela
Keyword(s):  
Deep Learning ◽  
Student Learning ◽  
Learning Experience ◽  
Learning System ◽  
Learning Approaches ◽  
Learning Contexts ◽  
Technology In Teaching ◽  
E Learning ◽  
Learning Orientations ◽  
Surface Learning

The increasing class sizes, changing expectations, diversity and mobility of students and the use of computer technology in teaching have challenged universities, world over, to review educational courses and delivery to provide a more satisfying learning experience to students. Understanding how students learn is essential in this process and continuous enquiry into teaching practices for their effectiveness towards enhancement of student learning outcomes is therefore considered a vital strategy. This chapter discusses an exploratory study on the differences in the learning approaches of a group of students in a second year marketing course in an Australian university. E-learning system remains the primary communication and the learning resource of these students. Results indicate that there are no significant differences in the study approaches of students but on average they seem to demonstrate deep learning than surface learning although they may differ in terms of the learning contexts. The study also reveals that in comparison female students and older aged students seem to demonstrate deep learning orientations than surface learning orientations.

Metis

2012 ◽  
pp. 24-42 ◽  
Author(s):  
Jody S. Underwood
Keyword(s):  
Recommender Systems ◽  
Recommender System ◽  
Content Area ◽  
Learning Activities ◽  
Digital Learning ◽  
Design Phase ◽  
Learning Contexts ◽  
Good Advice ◽  
E Learning ◽  
Ready To Learn

Recommender systems in e-learning contexts typically try to “intelligently” recommend actions to a learner based on the actions of previous learners. One of the limitations of such systems is that a lot of data is needed in order to recommend meaningful activities. This chapter describes one approach for addressing this limitation in a framework that uses a structured map of mathematics concepts and processes to power a recommender system that will recommend to students digital learning activities for which they are ready. This recommender system is called Metis, for the Greek goddess of good advice, and is currently in the design phase. Metis takes seriously the idea that to build on the knowledge, skills, and abilities (KSAs) that a student has, it is essential to identify those KSAs. Trying to build on KSAs that a student does not have is misguided. Metis recommends activities linked to KSAs that students are ready to learn, and more standard recommender algorithms further refine the list of recommended activities. Taking this approach has the potential to make activities more engaging, which can lead learners to greater interest in the content area.

From Memorable to Transformative E-Learning Experiences

2010 ◽  
pp. 402-421
Author(s):  
Pearl Chen
Keyword(s):  
Learning Environments ◽  
Learning Experiences ◽  
Theory And Practice ◽  
Effective Practices ◽  
Experience Design ◽  
Current State ◽  
Learning Contexts ◽  
E Learning

This chapter reviews the current state of theory and practice of experience design and suggests that the notion of experience should be regarded as an essential and unifying theme in guiding a broader perspective of design and study of e-learning. Underlying this chapter is a view that suggests a shift from designing learning environments to “staging” learning experiences. By looking at learning through the prism of experience design, we may begin to discover ways to create compelling, memorable, and transformative e-learning experiences. Some existing models and effective practices in education are considered as viable models for adapting experience design to e-learning contexts. Furthermore, this chapter identifies some converging areas of research from the fields of experience design and education, so as not to reinvent the wheel but to expand our knowledge on designing quality e-learning experiences that are engaging and valued by people.

An Exploratory Analysis of the Role of Emotions in E-Learning

2010 ◽  
pp. 563-571 ◽  
Author(s):  
M. A. Rentroia-Bonito ◽  
J. Jorge ◽  
C. Ghaoui
Keyword(s):  
Learning Processes ◽  
Learning Support ◽  
Face To Face ◽  
Learning Contexts ◽  
The People ◽  
E Learning ◽  
Individual Learning Processes ◽  
The Individual ◽  
The Impact

Technology-rich environments are assuming a key role in the individual learning processes. Still, one of the major IT challenges identified in the education field is to establish e-learning as a credible and viable complement to face-to-face education. This represents a paradigm shift in the way of learning, which is driving changes at individual, process, institutional, and societal levels. However, despite last-decade advances in the application of usability principles in system design, there is still a need to better understand the people-technology fit in learning contexts. Current results, gaps, and issues define the challenges that dictate new requirements. Among these new requirements, minimizing the impact of the distance factor on communication and learning effectiveness calls for alternatives approaches. Due to the importance of communication among instructor and students in learning, the scope of this work focuses on exploring the role of emotions within the user and learning-support technology fit.

Future Digital Imagery

2010 ◽  
pp. 312-323
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Teaching And Learning ◽  
Digital Imagery ◽  
Shared Resources ◽  
Image Capture ◽  
Pedagogical Strategies ◽  
Complex Information ◽  
Research And Teaching ◽  
E Learning ◽  
Near Term ◽  
Information Streams

The use of digital imagery in e-learning will likely become more widespread and pedagogically sophisticated, both in the near-term and far-term. The technologies for image capture and manipulation will allow more graphical affordances, including uses in 3D, 4D, ambient spaces, augmented realities and augmented virtualities. Visualizations will likely offer a greater variety of functionalities: more aid for real-time decision-making, more complex information streams, and synchronous real-world mitigations of crises and actions. The pedagogical strategies used around images may also grow more supportive of learning, with more shared research and teaching-and-learning experiences. More accurate labeling and storage of e-learning visuals will continue, with additions on both the privately held collections and the publicly shared resources. There may well be greater diversification of the applications of digital imagery capture, authoring, use, and sharing in different learning domains. Ideally, more professional creators of digital imagery will come online from various parts of the world to enhance the shared repository of learning for a global community.

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