Video Design for Online Courses

With the widespread use of instructional technology in the classroom environment, learning materials are designed according to the interests and needs of learners at different levels. These materials offer flexibility to learners and teachers about time and space. In the information age we live in, many digital materials are used to make learning more effective and permanent. When it comes to digital material, digital texts, videos, presentations, simulations, and animations come to mind. Videos that appeal to both visual and auditory senses appear as important teaching materials. Educational videos, one of the important digital learning resources, are also used in both traditional teaching and contemporary learning approaches. Many studies have shown that educational videos are a very important learning tool in face-to-face and online learning environments. In this context, the aim of this chapter is to talk about the design of educational videos that can be used in online courses in accordance with the principles of multimedia.

Features of walking in patients with knee arthrosis before and after arthroplasty according to the GAITRite system

Background. Hardware examinations are the key to standardizing the assessment of the patient’s condition, they reduce the doctor’s error, make it possible to obtain digital material, which can be used to determine the functional ability of the patient. One of such studies is the GAITRite system, the purpose of which is to assess the parameters of a person’s walking. The study was aimed to determine the basic parameters of walking in patients with gonarthrosis before and after the endoprosthesis. Materials and methods. There were examined 23 patients with gonarthrosis after unilateral endoprosthesis. The studies carried out concern the analysis of temporal, geometric parameters of walking, as well as the assessment of the functional ability of patients with degenerative diseases of the hip joint before treatment and one year after arthroplasty. Results. Before treatment for knee arthrosis, patients experience a violation of walking in the form of asymmetry of steps. There is a decrease in the time of support on the foot of the impaired limb and, therefore, an increase in the time of transfer of the foot of this limb. Changes in the impaired limb are reflected in the opposite one. After surgery, the changes in the parameters of walking in patients were as follows: an increase in the time of support on the prosthetic limb, and, therefore, a decrease in the time of support on the foot of the opposite limb that manifested in an increase in the symmetry of the parameters of steps. Reduction of pain syndrome and restoration of limb support ability increase the indicator of gait functionality. Osteoarthritis is a systemic disease and develops more often in both knee joints, and other structures of the skeleton are often involved in the degenerative process. Therefore, in elderly patients, FAP after arthroplasty reaches only satisfactory values. We examined patients after endoprosthesis on one knee joint, and this does not always give the expected good result immediately. Conclusions. Instrumental methods of studying patients’ gait make it possible to determine the degree of impairment of dynamics. Knee arthroplasty eliminates pain and restores limb resistance, which improves gait. This method of assessing walking allows determining the degree of recovery of patients and to adjust the need for further methods of correcting walking or a plan for further treatment.

Representing a Relationship: The use of metadata to represent the relationship between physical objects and their digital surrogates

<p>Digital collections are increasingly prominent in museums as born-digital material is acquired by institutions, and digital surrogates of physical items are created through digital imaging, digitisation, and reformatting projects. These digital collections are a significant development in museums and a useful tool, particularly for access. When a digital surrogate is created of a physical object, they have an inherent connection to one another. Representing this relationship is important for museums in order to provide context for their collection items. These types of relationships also occur across physical formats, and the consequence of a breakdown in this relationship has been shown in the literature to lead to a loss of context. However, it is unclear how the relationship a physical object has with its digital surrogate is represented in the metadata. Current literature on digital collections only briefly explores existing relationships between digital and physical collections and provides no framework for best practice in a museum context. This thesis examines how metadata is used to represent the relationship between a physical object and its digital surrogate at the Museum of New Zealand Te Papa Tongarewa. The research involved a single-site case study, with interviews and documentary research which were thematically analysed. This thesis shows how the relationship between physical and digital objects are primarily represented at Te Papa through the collection management system’s structure, with some metadata elements representing the relationship incidentally. It also shows that there are differing worldviews and perspectives across the GLAM domains in the language and the drivers of digitisation. This research serves as a snapshot of current practice at one institution and encourages further research to better understand the long-term implications of this and other approaches. For museums, understanding how the relationship between physical objects and digital surrogates is currently being represented through metadata could help support professional practice for both types of collections, ensure the relationship is maintained, and help support existing and future digital interventions in museums.</p>

Representing a Relationship: The use of metadata to represent the relationship between physical objects and their digital surrogates

<p>Digital collections are increasingly prominent in museums as born-digital material is acquired by institutions, and digital surrogates of physical items are created through digital imaging, digitisation, and reformatting projects. These digital collections are a significant development in museums and a useful tool, particularly for access. When a digital surrogate is created of a physical object, they have an inherent connection to one another. Representing this relationship is important for museums in order to provide context for their collection items. These types of relationships also occur across physical formats, and the consequence of a breakdown in this relationship has been shown in the literature to lead to a loss of context. However, it is unclear how the relationship a physical object has with its digital surrogate is represented in the metadata. Current literature on digital collections only briefly explores existing relationships between digital and physical collections and provides no framework for best practice in a museum context. This thesis examines how metadata is used to represent the relationship between a physical object and its digital surrogate at the Museum of New Zealand Te Papa Tongarewa. The research involved a single-site case study, with interviews and documentary research which were thematically analysed. This thesis shows how the relationship between physical and digital objects are primarily represented at Te Papa through the collection management system’s structure, with some metadata elements representing the relationship incidentally. It also shows that there are differing worldviews and perspectives across the GLAM domains in the language and the drivers of digitisation. This research serves as a snapshot of current practice at one institution and encourages further research to better understand the long-term implications of this and other approaches. For museums, understanding how the relationship between physical objects and digital surrogates is currently being represented through metadata could help support professional practice for both types of collections, ensure the relationship is maintained, and help support existing and future digital interventions in museums.</p>

Technology-centred learning processes as digital artistic development: On the reciprocal effects of conceptual models, metaphors and presets

This case study looks at a self-directed learning process of a professional classical-trained musician adopting a previously unknown digital-material musical device. In order to achieve the desired artistic result, the musician has to modify his music-related action in favour of the device’s calls for action, which are shown to him by a preset session. For this purpose, a specific interface relation must be established in the connection between the user and the device. The case study is contrasted with data from its framing research project. Findings include aspects as affirmation or degrees of unfamiliarity and their respective impacts on the subject’s action repertoires. A model of learning in the context of digital media or interfaces is introduced and discussed. It offers a specific potential for identifying particularities of how meaning and functionality of digital-material musical devices are embedded into everyday artistic contexts.

Alternative Computer Assisted Communicative Task-based Language Testing: New Communicational and Interactive Online Skills

Computer-assisted language learning knowledge tests should no longer be designed on traditional skills to measure individual competence through traditional skills such as reading, comprehension and writing, but instead, it should diagnose interactive and communication skills in foreign lan-guages. In recent years in online education, it has been necessary to review the concept of interactive competence in digital environments in a comple-mentary way to its traditional use. It is important to promote a new typolo-gy of alternative tasks and items in tests where examinees can prove a real interactive performance in communication and interaction through the digi-tal scenario. This should be done through tools that facilitate oral negotia-tion, the management and understanding of the information extracted from online repositories, the search for suitable online digital material, and the use of new modes of audio-visual communication. Although some of these tasks have been used in a complementary way in the design of language tests previously: it is true that they have not been applied in a coherent way to be used as an assessment tool. A first approach was made by Miguel Ál-varez, García Laborda & Magal-Royo (2021) in the development of oral ne-gotiation skills through the use of interactive tools. The current online as-sessment models analyzed by García Laborda & Álvarez Fernández (2021) indicate the need to seek new ways of assessing foreign languages through the design of tests that fit in the current digital and interactive world.

DEEP CONVOLUTIONAL NEURAL NETWORK FOR SEGMENTING CT IMAGES OF FIBER REINFORCEMENTS

The greatest challenge in creating digital material twins and FE mesh from μCT images of composite reinforcements is the lack of a robust and versatile tool for training μCT images. Here, we have used deep convolutional neural networks (DCNN) for segmenting μCT images of a multi-layer plain-weave fiber reinforcement. A set of raw 2D image slices extracted from the gray-scale volume of a single-layer reinforcement was used to train a DCNN using manually annotated images. The trained network was tested against the manually segmented ground truth images and it performed exceptionally well with a global accuracy of more than 96%. The trained DCNN was then used to segment unseen images from a multilayer stack of the fabric with good accuracy. The work presented here provides a robust and efficient framework of segmenting CT scan images of fiber reinforcements for generating digital material twins and FE mesh of fiber reinforcements.

Remixing real and imaginary in art education with fully immersive virtual reality

This article explores digital material/ism by examining student teachers’ experiences, processes and products with fully immersive virtual reality (VR) as part of visual art education. The students created and painted a virtual world, given the name Gretan puutarha (‘Greta’s Garden’), using the Google application Tilt Brush. They also applied photogrammetry techniques to scan 3D objects from the real world in order to create 3D models for their VR world. Additionally, they imported 2D photographs and drawings along with applied animated effects to construct their VR world digitally, thereby remixing elements from real life and fantasy. The students were asked open-ended questions to find out how they created art virtually and the results were analysed using Burdea’s VR concepts of immersion, interaction and imagination. Digital material was created intersubjectively and intermedially while it was also remixed with real and imaginary. Various webs of meanings were created, both intertextual and rhizomatic in nature.