DialogDesigner: tools support for dialogue model design and evaluation

DialogDesigner is an integrated design and development environment that supports dialogue designers in creating an electronic dialogue model, writing dialogue snippets, running and analysing simulation sessions, getting graphical views of the model, making automatic evaluation regarding dialogue model well-formedness, compiling the model into run-time code, and extracting different presentations. DialogDesigner has been used for research purposes as well as in commercial projects. Its primary focus is on providing support for the development process. We explain underlying ideas, illustrate the functionality of DialogDesigner and discuss its strengths.     

多媒体技术及应用课程的教学方法

本文对课程内容体系的建设、教学方法和形式进行了总结,并谈一些经验和体会。     

Table-based representations can be used to offer easy-to-use,flexible, and adaptable learning scenario editors

This article presents an innovative approach to the design of learning scenario editors for teachers as not-specifically-trained users. The approach features simplicity, flexibility, and easy adaptation to local contexts and needs. It is based on the governing design decision to provide a basic representation device known to be easy to use and adopted by teachers in standard practice: a table, similar to that found in office suites. The table is put in structural correspondence with a pivotal model (a tree), which is used to implement services requiring complex mechanisms that can be found in state-of-the-art systems, for example instantiation support or operationalization. We show how this approach makes it possible to design simple, flexible editors that offer complex services as add-ons and are easy to adapt to users' local needs, practices, and/or technical ecosystems.     

多媒体技术在阅读教学中的运用

中学语文阅读教学中运用多媒体技术,能激发学生的学习兴趣,了解时代背景,突破重难点,帮助理解课文,培养学生的联想和想象能力。课外延伸,扩大知识量,提高学生语文素养。     

Keeping the peace: A model of conversational positioning in collaborative design dialogues

This paper presents findings from a linguistic and psychosocial analysis of nine design dialogues that sets out to investigate the interweaving of transactional and interpersonal threads in collaborative work. We sketch a model of the participants' positioning towards their own or their partner's design proposals, together with the conversational cues which indicate this positioning. Our aim is to integrate the role of interpersonal relationships into the study of cooperation, to stress the importance of this dimension for the quality of collective work and to reflect on its potential for integration into the design of dialogue systems.     

Students’ perceptions of teaching technologies, application of technologies, and academic performance

This study examined business students’ perceptions of four objectives (i.e., Enjoyment, Learning, Motivation, and Career Application) across five teaching technologies (i.e., Projector, PowerPoint, Video, the Internet, and Lecture), business professors’ effective application of technologies, and students’ academic performance. We collected data from 215 students at a regional state university in the USA. We developed Students’ Perceptions of Technology Scale, SPOTS, specifically for the present study, used the most rigorous criteria, and investigated reliability, convergent and discriminant validity, exploratory and confirmatory factor analysis, and measurement invariance of this scale. Mean scores revealed that Video conveyed the highest amount of Enjoyment. PowerPoint provided the highest amount of Learning and Motivation. The Internet provided the highest Career Application for future jobs. Younger students preferred Video, whereas older students favored Lecture. Regression results showed that the use of Video for Learning, Projector and Lecture for Enjoyment, PowerPoint for career and Motivation, and the Internet for Learning contributed to professors’ teaching effectiveness. Students’ high ratings for professors’ effective use of the Lecture method and low expectation for the use of a Projector predicted their self-reported GPA (academic performance). Professors may use a different mix of technologies in the classroom and use them creatively in order to promote the most Learning for students and satisfy students’ Learning needs and objectives.     

SoC技术及设计方法研究

随着嵌入式系统应用的深化,越来越多的新技术被引入这个领域,引领着嵌入式应用的发展方向。20世纪90年代后期,集成电路领域已近进入SoC的时代;跨入21世纪,SoC的应用领域也越来越广泛。研究SoC技术及设计方法是很有必要性的。     

Working relations of technology production and use

This paper explores the relevance of recent feminist reconstructions of objectivity for the development of alternative visions of technology production and use. I take as my starting place the working relations that make up the design and use of technical systems. Working relations are understood as networks or webs of connections that sustain the visible and invisible work required to construct coherent technologies and put them into use. I outline the boundaries that characterize current relations of development and use, and the boundary crossings required to transform them. Three contrasting premises for design-the view from nowhere, detached engagement, and located accountability — are taken to represent incommensurate alternatives for a politics of professional design. From the position of located accountability, I close by sketching aspects of what a feminist politics and associated practices of system development could be.I am deeply grateful to Phil Agre, Jeanette Blomberg, Andrew Clement, Mike Hales, Susan Newman, Leigh Star, Randy Trigg, and Ina Wagner for their careful readings and critical suggestions on earlier versions of this paper.     

多媒体信息技术在化学教学中的运用

随着多媒体信息技术的发展,在化学教学中运用多媒体信息技术,已经成了实施素质教育的有效教学手段。文章结合自己教学实际,探讨了多媒体信息技术在化学教学中的运用方法。     

Cognitive learning efficiency through the use of design patterns in teaching

Nowadays we need to teach students how to become flexible problem solvers in a dynamic world. The pace in which technology changes and complexity increases requires increased efficiency in learning and understanding. This requires the engineers of tomorrow to quickly gain knowledge and insight outside their prime area of expertise. To transfer practical, how-to knowledge, to re-use design solutions and to teach students design solutions in the context of a specific domain, design patterns can be used. Design patterns offer a way to transfer knowledge that is more practical and ‘ready for use’ than a generic theory-based transfer of knowledge. However, the advantage of design patterns might go beyond re-use, design efficiency and flexibility. This paper argues that in addition to the benefits described above, there is a specific added value for the use of design patterns by students to acquire design skills and domain knowledge. To analyze this proposition we will analyze the literature on cognitive load and cognitive learning processes, and relate this to experiences from three case studies in which novices and experts were offered design patterns to develop and implement systems and processes. We will reflect on implications of the use of design patterns in computer-based teaching as well as on a potential support tool to improve the accessibility of pattern languages.     

过程性评价在多媒体技术课程实践教学中的应用研究

多媒体技术课程实践课程是有效促进学生实践能力提升,保证其创新能力的重要方式,是培养应用型基础人才的根本途径,然而传统型的多媒体技术课程实践教学中存在着很多评价性的问题与弊端,导致课程教学的效果直接受到影响。过程性评价通过先进的基础理念作为基础,在逐步的实践过程中,不断应用于多媒体的技术课程实践之中,并取得了良好的实践效果。     

Tools for exploratory learning: A research programme*

Abstract The programme will examine the role of tools in exploratory learning through a series of extended-time studies with children between the ages of 10 and 16. To do this it will modify and/or extend existing software tools and develop new tools where necessary. Exploratory tools allow learners to investigate models of a given domain which are different from theirs and so examine consequences and conflicts. Expressive tools give children the opportunity to express their own models about reality and so learn through representing, exploring and reflecting on the consequences of these. These are different and complementary modes of learning. Further distinctions are made between quantitative, qualitative and semi-quantitative tools for both exploratory and expressive tools. Two main curriculum areas are selected: Technology and the Humanities.     

Evaluating learning, design, and engagement in web-based learning tools (WBLTs): The WBLT Evaluation Scale

Web-based learning tools (WBLTs), also known as learning objects, are online, interactive tools that support the learning of specific concepts by enhancing, amplifying, and/or guiding the cognitive processes of learners. Research examining the effectiveness of WBLTs is somewhat limited because sound, reliable, valid evaluation metrics are sparse, particularly in the K-12 environment. The purpose of the following study was to re-examine the Learning Object Evaluation Scale for students (LOES-S), originally developed by Kay and Knaack (2009), to assess three key constructs: learning, design, and engagement. Over 800 middle and secondary schools students participated in high quality, pre-designed lessons intended to accentuate the use of WBLTs. Data collected from the new WBLT Evaluation Scale demonstrated good internal reliability, construct validity, convergent validity and predictive validity.     

Needs’ elaboration between users,designers and project leaders: Analysis of a design process of a virtual reality-based software

ContextThe participation of users in the design process is recognized as a positive and a necessary element as artifacts suit their needs. Two complementary approaches of users’ involvement co-exist: the user-centered design and the participatory design. These approaches involve learning process from users to designers and vice versa. However, there has no research in design of virtual reality (VR)-based software dealing with how the elaboration of needs is actually distributed in time and among users, designers and project leaders, as well as how it is actually supported by tools and methods.ObjectiveThis paper aims to observe, in a real design project of a virtual reality-based software, how the various stakeholders (users, designers, project leaders) actually participate by sharing and pulling pieces of information from the process of needs elaboration, and how these contributions evolve throughout the decisions made in the course of the project.MethodOur method, based on the observation of the practices in collective design, allows us to collect and analyze the relationship between each possible action (e.g., elicitation), each stakeholder who initiates these actions (e.g., users) and each phase of the design process (e.g., evaluation phase), and the dynamics of the construction of needs.ResultsOur results detail how the elicited needs are dealt with by designers, users and/or project leaders: (1) we show a strong contribution of users in the design, compared to others stakeholders, (2) among the needs elicited by users, most have been validated by the designers, (3) some elicited needs could have been firstly rejected and finally validated and implemented.ConclusionWe identify the reasons which justify and explain our results confronting them to the literature. We underline the conditions have been satisfied in our study in order to involve effectively users in the design of emerging technologies.     

An investigation into the use of CAL and the dialogue strategy in a tutorial context

This article describes the use of CAL and the dialogue strategy as a basis for tutorial work. The sample (11 = 164) consists of staff, teachers and students in a College of Education. It is an attitudinal study and serves to emphasize the importance in certain subject areas of an open-ended approach based on an analysis of the knowledge structure inherent in the discipline itself. It emphasizes the need for models using different levels of teaching, as well as different approaches according to individual learning needs. Such models should be pursued regardless of the constraints imposed by the limitations of computer languages currently available. Reference is made to logic programming (PROLOG) and its relevance for this area of work, as well as the authoring language PLOT for tutorial programs.     

WESONet: Applying semantic web technologies and collaborative tagging to multimedia web information systems

The publication of different media types, like images, audio and video in the World Wide Web is getting more importance each day. However, searching and locating content in multimedia sites is challenging. In this paper, we propose a platform for the development of multimedia web information systems. Our approach is based on the combination between semantic web technologies and collaborative tagging. Producers can add meta-data to multimedia content associating it with different domain-specific ontologies. At the same time, users can tag the content in a collaborative way. The proposed system uses a search engine that combines both kinds of meta-data to locate the desired content. It will also provide browsing capabilities through the ontology concepts and the developed tags.     

论多媒体教学及其课件的设计原则

本文分析了现代教育对多媒体教学的要求,针对这些要求,提出了制作多媒体教学课件的原则,并对制作多媒体教学课件阐述了作者的观点。     

项目设计贯通电子技术教法的研究

电子技术课程是一门实践性很强的课程,目前该课程教学中存在重理论、轻实践的问题,将项目设计贯通于电子技术教学全过程,按照课前项目准备、课中设计项目实施和作品考核三个环节进行教学,增加学生的学习兴趣,使教学工作更加顺畅.实践证明,该教法具有科学性和可行性.     

浅谈多媒体教学课件开发的应用与思考

多媒体课件教学是现代化的教学手段之一,然而,充分肯定多媒体教学课件优势的同时,文章探求多媒体教学课件的运用模式和开发方向。