Designing Informational Graphics for a Global Multi-Cultural Context

2010 ◽  
pp. 267-287
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Visual Imagery ◽  
Cultural Context ◽  
Digital Images ◽  
Global Environment ◽  
Learning Needs ◽  
Digital Imagery ◽  
Cultural Milieu ◽  
Cultural Implications ◽  
Explanatory Depth ◽  
E Learning

With many e-learning courses, modules, and artifacts being created for global delivery, those who design informational graphics need to be aware of the global environment for which they are building. They need to be more aware of the diverse cultural milieu and learning needs of the global learners. Visual imagery contains embedded meanings that may have different cultural implications in different milieu. This chapter will explore strategies to create digital images that are culturally neutral or at least culturally non-offensive. Building a layer of self-explanatory depth will also be helpful—for digital imagery with higher transferability and global utility.

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.

E-Learning and the Global Workforce

2011 ◽  
pp. 276-305 ◽  
Author(s):  
K. Remtulla
Keyword(s):  
Adult Education ◽  
Education And Training ◽  
Training Needs ◽  
Learning Needs ◽  
Complex Profile ◽  
Global Workforce ◽  
Global Age ◽  
Cultural Implications ◽  
E Learning ◽  
And Training

Workplaces are transforming in the global age. Jobs are expanding and varying. Workers are more and more participating in a global workforce comprising people who are socially and demographically diverse, multicultural, multifaceted, and whose views on workplace priorities, accountabilities, performance, and productivity may be socially and culturally very different from one another. Ultimately, these trends infer that how workers are educated and trained in the workplace must also evolve to meet a dynamic cohort of employees with a progressively complex profile of learning needs. To make matters more interesting, one of the most noticeable trends in the workplace today is ‘e-learning,’ which is frequently upheld as the panacea for workplace adult education and training needs. This chapter is about e-learning, the global workforce, and their social and cultural implications for workplace adult education and training in the global age.

STEGANOGRAFI DENGAN MENGGUNAKAN METODE LSB DAN ALGORITMA HILL CIPHER

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Sherly Gina Supratman
Keyword(s):  
Digital Images ◽  
Text Messages ◽  
The Internet ◽  
Digital Imagery ◽  
Least Significant Bit ◽  
Hill Cipher ◽  
Secure Data ◽  
Audio Video ◽  
The Hill

AbstrakJaringan Komunikasi seperti Internet� merupakan jaringan yang tidak aman untuk mentransmisi data, seperti teks, audio,video dan citra digital. Salah satu cara untuk pengamanan data dapat dilakukan dengan menggunakan proses kriptografi dan �steganografi. Penggunaan ini dengan tujuan untuk merahasiakan pesan yang dikirim dan sekaligus menghindarkan pesan tersebut dari kecurigaan pihak lain yang tidak berkepentingan.Pesan yang digunakan dalam makalah ini adalah berupa text dengan menyisipkannya pada gambar. Pada proses kriptografi, pesan yang berupa text akan dienkrip dengan algoritma Hill Chiper, dan kemudian pesan yang telah dienkrip akan dilakukan proses steganografi pada citra digital� 8 bit dengan skala 0 � 255, dengan metode Least Significant Bit ( LSB ).�Kata kunci: Kriptografi, Hill Chiper, Steganografi, Least Significant Bit�AbstractCommunication Networks such as the Internet are unsafe networks for transmitting data, such as text, audio, video and digital imagery. One way to secure data can be done by using cryptography and steganography process. This use is for the purpose of concealing messages being transmitted and avoiding such messages from the suspicion by others who are not interested.The message used in this paper is text by inserting it in the image. In the cryptographic process, text messages will be encrypted with the Hill Chiper algorithm, and then the encrypted message will be steganographed on 8-bit digital images on a scale of 0-255, using the Least Significant Bit (LSB) method.�Keywords: Cryptography, Hill Chiper, Steganography, Least Significant Bit

Detection of Yellow Hawkweed (Hieracium pratense) with High Resolution Multispectral Digital Imagery

1995 ◽  
Vol 9 (3) ◽  
pp. 477-483 ◽  
Author(s):  
Hubert W. Carson ◽  
Lawrence W. Lass ◽  
Robert H. Callihan
Keyword(s):  
Supervised Classification ◽  
Digital Images ◽  
Ground Cover ◽  
Unsupervised Classification ◽  
Digital Imagery ◽  
Charge Coupled Device ◽  
Spectral Filters ◽  
A Charge ◽  
Northern Idaho

Yellow hawkweed infests permanent upland pastures and forest meadows in northern Idaho. Conventional surveys to determine infestations of this weed are not practical. A charge coupled device with spectral filters mounted in an airplane was used to obtain digital images (1 m resolution) of flowering yellow hawkweed. Supervised classification of the digital images predicted more area infested by yellow hawkweed than did unsupervised classification. Where yellow hawkweed was the dominant ground cover species, infestations were detectable with high accuracy from digital images. Moderate yellow hawkweed infestation detection was unreliable, and areas having less than 20% yellow hawkweed cover were not detected.

scholarly journals The Learning Design and Student‟s Response to Physics Online Learning In Rural School of Indonesia

2019 ◽  
Vol 9 (1) ◽  
pp. 4999-5006
Keyword(s):  
High School Students ◽  
Small Group ◽  
Junior High School ◽  
Science Learning ◽  
Quantitative Methods ◽  
Effective Interaction ◽  
Ease Of Use ◽  
Learning Needs ◽  
Learning Design ◽  
E Learning

The implementation of e-learning on science learning in Indonesia is a critical issue, especially in the context of implementing a curriculum oriented towards the competency of students in today's digital era. The problem faced by educators is in the social presence; in how to manage effective interaction between teachers-students and students-students. This study aims to innovate e-learning which is Edmodo as a learning management system (LMS) that is suitable for science learning requirements (Light and Optics) in junior high school students. The research method used was a mix of qualitative and quantitative methods. The process of developing learning design was arranged through focus group discussion approach (which involves LMS experts, learning evaluation experts, learning strategists, physicists, and teachers) iteratively to obtain learning designs embedded in the Edmodo. The sound learning design was then tested in a small group consisting of eighth-grade students. Responses were measured using a USE questionnaire containing four aspects, i.e., usefulness, ease of use, ease of learning, and satisfaction aspects. The results of the trial in the small group will indicate that LMS and learning activities carried out meet student learning needs. These results provide optimism that mobile learning with appropriate strategies can meet the learning needs of science, including in schools that have never used this technology before.

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.

Integrating Culture with E-Learning Management System Design

2011 ◽  
pp. 27-43
Author(s):  
Ray Archee ◽  
Myra Gurney
Keyword(s):  
System Design ◽  
Management System ◽  
Disabled Persons ◽  
Cultural Factors ◽  
Learning Needs ◽  
Online Information ◽  
Student Body ◽  
Tertiary Institutions ◽  
E Learning ◽  
Bare Bones

Although it is a legal requirement of all organizations to permit sensorially, cognitively, and physically disabled persons equitable access to public website information, cultural factors are seldom considered as important in the design of online information content. But many tertiary institutions have a highly diverse, multicultural student body whose learning needs require special attention. Usually, instructors transform existing lectures and exercises, then adds links, and discussions to create Web-supported units, but without any real understanding of possible cultural artifacts or inherent limitations of their online interfaces. This study reports on the results of an action research study whereby students were asked to comment on their preferences for three uniquely different purpose-built WebCT pages which comprised near-identical content. The students showed a definite preference for a sparse, menu-driven webpages as opposed to a colorful, congested, all-in-one interface, or the bare-bones WebCT interface.

Justification Based on Rational Training

2010 ◽  
pp. 146-165
Author(s):  
Karim A. Remtulla
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Sense Of Self ◽  
Cultural Critique ◽  
Learning Needs ◽  
Exploratory Case Study ◽  
E Learning ◽  
Worker Identity ◽  
And Training

This chapter produces a socio-cultural critique of the ‘rational training’ workplace e-learning scenario. In this workplace e-learning scenario, workplace e-learning for workplace adult education training is used to justify the workforce through standards, categories, and measures. The alienating effects that arise out of this rush towards technocentric rationalization of the workforce through workplace e-learning are also discussed. These are the unintended and paradoxically opposite outcomes to the effects actually anticipated. An exploratory case study problematizes the unquestioned acceptance of the technological artefacts of workplace e-learning within organizations as credible sources to provide a rationale to justify workforces within workplaces. This approach critiques the presumption of infallibility of the technological artefacts of workplace e-learning; considers the short-comings of the conceiving of workplace e-learning as ‘finished’; and, reveals the ‘underdetermined’ nature of workplace e-learning technological artefacts. Socio-cultural insensitivity from workplace e-learning, in this scenario, comes from the basic, unquestioned assumption that workers are essentially socially flawed and culturally inferior; accountable for overcoming their sociocultural flaws and inferiorities; and, need to be justified by workplace e-learning, through standards, categories, and measures, to meet the expectations of the infallible and commodified workplace. A workplace e-learning that is deployed to justify the workforce, through standardization, categorization, and measurement, all result in a workforce being alienated from: (a) each other (worker-worker alienation); (b) their work (worker-work alienation); and, (c) their personal identities and sense of self (worker-identity alienation). Social rationalization is not the means to social justice in the workplace when it comes to workplace adult education and training, workplace e-learning, and the diverse and multicultural learning needs of a global cohort of adult learners.

Generative Learning Model to Teach Adult Learners Digital Imagery

2011 ◽  
pp. 357-364
Author(s):  
Maria H.Z. Kish
Keyword(s):  
Adult Learners ◽  
Web Sites ◽  
Digital Imaging ◽  
Digital Images ◽  
Digital Imagery ◽  
Design Concepts ◽  
Software Packages ◽  
Duquesne University ◽  
Adobe Photoshop ◽  
University Course

Adults learning about digital imagery or digital imaging software to create and manipulate images for personal and professional purposes is increasingly popular. Since 2001, the Duquesne University course, Digital Imagery for Teachers, has been taught to adults who teach or present to other adults or children. The course focuses on helping participants create and edit digital images, create and animate illustrations in movies, and implement design concepts for creating Web sites for their own students. The software packages used are Adobe Photoshop, Macromedia Flash, and Macromedia Dreamweaver.

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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