STEM is the acronyms for Science, Technology, Engineering and Mathematic, and refers to academic disciplines of technical fields. In most places of the word the number of female students that choose to go to an undergraduate course in technical fields is considerably smaller than the total number of women in society, that is near 50%. In this panel we discuss how to improve the number of female students and the possible causes of this phenomenon. The STEM is one of the fields that contributes significantly with the number of professionals for Computer Graphics, increase the number of female students in this field can have a good impact to increase the numbers of women working in Computer Graphics.
{"title":"Girls in STEM: increasing the number of female students entering technical fields","authors":"Aruquia B. M. Peixoto","doi":"10.1145/2993363.3006042","DOIUrl":"https://doi.org/10.1145/2993363.3006042","url":null,"abstract":"STEM is the acronyms for Science, Technology, Engineering and Mathematic, and refers to academic disciplines of technical fields. In most places of the word the number of female students that choose to go to an undergraduate course in technical fields is considerably smaller than the total number of women in society, that is near 50%. In this panel we discuss how to improve the number of female students and the possible causes of this phenomenon. The STEM is one of the fields that contributes significantly with the number of professionals for Computer Graphics, increase the number of female students in this field can have a good impact to increase the numbers of women working in Computer Graphics.","PeriodicalId":427927,"journal":{"name":"SIGGRAPH ASIA 2016 Symposium on Education: Talks","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115291935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Visualization is a crucial part in learning analytics, where ordinary teachers could comprehend the depth of textual learning (e.g. discussion forum) through the easy-to-interpret figures (e.g. keygraph). However, the open source tools are often not fully developed with plug-in to common learning management system such as Moodle. In this paper, we are going to present the preliminary results of an ongoing project learning analytics extended based on Li & Wong (2016) and Wong & Li (2016), which sets the direction for the next stage of our experiment to aim for a better educational technology application in helping teacher evaluate the learning process of students through analytics. In this project, contents of discussion forums of students were extracted into text files, which were imported to a software tool called Polaris developed by Oshawa Lab (http://www.panda.sys.t.utokyo.ac.jp/KeyGraph/) to generate keygraphs to visualize the scenarios for mining patterns. However, as keygraphs are difficult to comprehend by humans and therefore, more effective tools are needed. In our latest experiments, we deployed novel text mining algorithms and data visualization tools to improve educational analytics intuitively.
{"title":"Visualizing the asynchronous discussion forum data with topic detection","authors":"Simon Y. K. Li, G. Wong","doi":"10.1145/2993363.2993367","DOIUrl":"https://doi.org/10.1145/2993363.2993367","url":null,"abstract":"Visualization is a crucial part in learning analytics, where ordinary teachers could comprehend the depth of textual learning (e.g. discussion forum) through the easy-to-interpret figures (e.g. keygraph). However, the open source tools are often not fully developed with plug-in to common learning management system such as Moodle. In this paper, we are going to present the preliminary results of an ongoing project learning analytics extended based on Li & Wong (2016) and Wong & Li (2016), which sets the direction for the next stage of our experiment to aim for a better educational technology application in helping teacher evaluate the learning process of students through analytics. In this project, contents of discussion forums of students were extracted into text files, which were imported to a software tool called Polaris developed by Oshawa Lab (http://www.panda.sys.t.utokyo.ac.jp/KeyGraph/) to generate keygraphs to visualize the scenarios for mining patterns. However, as keygraphs are difficult to comprehend by humans and therefore, more effective tools are needed. In our latest experiments, we deployed novel text mining algorithms and data visualization tools to improve educational analytics intuitively.","PeriodicalId":427927,"journal":{"name":"SIGGRAPH ASIA 2016 Symposium on Education: Talks","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114083743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In order to fill the ocean and other settings in Pixar's Finding Dory with new life and meet the visual requirements for its new characters, we were faced with many challenges in shading these characters that lead to creative and interesting techniques. Here we have chosen to highlight several of those challenges that best represent the variety of both artistic and technical solutions we employed to make these characters successful.
{"title":"Shading Dory's new friends","authors":"T. Crow, Jonathan Hoffman, Maria Lee, Kiki Poh","doi":"10.1145/2993363.3006044","DOIUrl":"https://doi.org/10.1145/2993363.3006044","url":null,"abstract":"In order to fill the ocean and other settings in Pixar's Finding Dory with new life and meet the visual requirements for its new characters, we were faced with many challenges in shading these characters that lead to creative and interesting techniques. Here we have chosen to highlight several of those challenges that best represent the variety of both artistic and technical solutions we employed to make these characters successful.","PeriodicalId":427927,"journal":{"name":"SIGGRAPH ASIA 2016 Symposium on Education: Talks","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131790186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since the last few decades, virtual reality (VR) and augmented-reality (AR) interfaces have shown the potential to enhance teaching and learning, by combining physical and virtual worlds and leveraging the advantages of both [Yannier et al. 2015]. Educators from different countries have been experimenting this technology in their education systems. In 2007, Hougang Elementary school in Singapore applied an AR prototype in a typical primary (11 years-old) class to facilitate the learning of seed germination and plant growth, and indicated significant engagement and motivation encouraged by the use of the technology [Pang et al. 2007]. More recently, the advanced development of the VR devices has make VR an affordable and suitable interface for educations in different levels, including primary schools, secondary schools, colleges, and universities. In particular, virtual sandbox environment [min 2015], as defined as the VR environments that allow users to freely move through a virtual world, choose how/when to approach objectives, and create domain-specific mods, serve as a good candidate for teachers to design VR-based teaching and learning environment, and for students to explore the new knowledge freely. Motivated by the rapid development of AR and VR, this panel invites representatives from Hong Kong, Australia, and UK. The discussion will focus on the application of AR and VR technologies in different levels of education.
在过去的几十年里，虚拟现实(VR)和增强现实(AR)界面通过结合物理世界和虚拟世界并利用两者的优势，显示出增强教学和学习的潜力[Yannier et al. 2015]。来自不同国家的教育工作者一直在他们的教育系统中试验这项技术。2007年，新加坡后港小学(Hougang Elementary school)在一个典型的小学(11岁)班级中应用了AR原型，以促进种子发芽和植物生长的学习，并通过使用该技术显示出显著的参与度和积极性[Pang et al. 2007]。最近，VR设备的先进发展使VR成为不同层次教育(包括小学，中学，学院和大学)负担得起的合适界面。特别是虚拟沙盒环境[min 2015]，定义为允许用户在虚拟世界中自由移动，选择如何/何时接近目标，并创建特定领域模型的VR环境，是教师设计基于VR的教学环境的良好选择，也是学生自由探索新知识的良好选择。由于AR和VR的快速发展，本小组邀请了来自香港、澳大利亚和英国的代表。讨论将集中在AR和VR技术在不同层次教育中的应用。
{"title":"Virtual reality and augmented reality for education: panel","authors":"Kening Zhu","doi":"10.1145/2993363.3006041","DOIUrl":"https://doi.org/10.1145/2993363.3006041","url":null,"abstract":"Since the last few decades, virtual reality (VR) and augmented-reality (AR) interfaces have shown the potential to enhance teaching and learning, by combining physical and virtual worlds and leveraging the advantages of both [Yannier et al. 2015]. Educators from different countries have been experimenting this technology in their education systems. In 2007, Hougang Elementary school in Singapore applied an AR prototype in a typical primary (11 years-old) class to facilitate the learning of seed germination and plant growth, and indicated significant engagement and motivation encouraged by the use of the technology [Pang et al. 2007]. More recently, the advanced development of the VR devices has make VR an affordable and suitable interface for educations in different levels, including primary schools, secondary schools, colleges, and universities. In particular, virtual sandbox environment [min 2015], as defined as the VR environments that allow users to freely move through a virtual world, choose how/when to approach objectives, and create domain-specific mods, serve as a good candidate for teachers to design VR-based teaching and learning environment, and for students to explore the new knowledge freely. Motivated by the rapid development of AR and VR, this panel invites representatives from Hong Kong, Australia, and UK. The discussion will focus on the application of AR and VR technologies in different levels of education.","PeriodicalId":427927,"journal":{"name":"SIGGRAPH ASIA 2016 Symposium on Education: Talks","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129083221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of education of game AI is not only to make people understand its knowledge but also to make them effectively use its techniques in game development. But it is difficult to use AI techniques only by hearing a lecture about game AI. SQUARE ENIX AI Academy is a 5 session seminar series with lectures and workshops held by the SQUARE ENIX Advanced Technology Division in the summer and autumn of 2014. The workshops were held after a lecture of a lecture to make attendees have experience to use techniques explained in the lecture. For the first and third seminars, a board game workshop was held, for the second seminar, AI tool application workshop was held, and for the forth seminar, blackboard workshop was held to use blackboard in an agent's inside architecture and agents' communication. In the workshop, the blackboard workshop demonstration is held to a few group with a lecture of the blackboard techniques in digital game character's AI.
{"title":"Square Enix AI academy: AI workshop for blackboard architecture","authors":"Youichiro Miyake","doi":"10.1145/2993363.3006043","DOIUrl":"https://doi.org/10.1145/2993363.3006043","url":null,"abstract":"The purpose of education of game AI is not only to make people understand its knowledge but also to make them effectively use its techniques in game development. But it is difficult to use AI techniques only by hearing a lecture about game AI. SQUARE ENIX AI Academy is a 5 session seminar series with lectures and workshops held by the SQUARE ENIX Advanced Technology Division in the summer and autumn of 2014. The workshops were held after a lecture of a lecture to make attendees have experience to use techniques explained in the lecture. For the first and third seminars, a board game workshop was held, for the second seminar, AI tool application workshop was held, and for the forth seminar, blackboard workshop was held to use blackboard in an agent's inside architecture and agents' communication. In the workshop, the blackboard workshop demonstration is held to a few group with a lecture of the blackboard techniques in digital game character's AI.","PeriodicalId":427927,"journal":{"name":"SIGGRAPH ASIA 2016 Symposium on Education: Talks","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114983793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
If you want a child to understand fractions, teach them how to cook. It will provide them with an engaging learning experience whose context naturally serves to interest them in fractions.
{"title":"Projects lead to principles: applying project-based learning to animation","authors":"Seth Holladay","doi":"10.1145/2993363.2993368","DOIUrl":"https://doi.org/10.1145/2993363.2993368","url":null,"abstract":"If you want a child to understand fractions, teach them how to cook. It will provide them with an engaging learning experience whose context naturally serves to interest them in fractions.","PeriodicalId":427927,"journal":{"name":"SIGGRAPH ASIA 2016 Symposium on Education: Talks","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114374411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Christian Moro, Zane Stromberga, A. Raikos, A. Stirling
In order to experience the inner-workings and anatomy of the human body, Bond University has developed a number of teaching resources where students rotate between a variety of modes: including Virtual Reality, using the Gear VR and Oculus Rift devices; Augmented Reality, using Samsung S7 Edge mobile devices and Galaxy Tab S2; and interactive applications running on laptops. These modules now form part of the Medical Program's Anatomy, and Biomedical Sciences Physiology curriculum. This Education Talk will detail our current research into the effectiveness of this program and its benefits to students, negative effects experienced from utilizing these devices, and provide best-practice information as to how other institutions could go about incorporating this technology into their STEM curricula. In addition, the presentation will describe the "10 tips regarding the integration of VR, AR and interactive software applications in University curricula", based on our research and experiences.
{"title":"Combining virtual (Oculus Rift & Gear VR) and augmented reality with interactive applications to enhance tertiary medical and biomedical curricula","authors":"Christian Moro, Zane Stromberga, A. Raikos, A. Stirling","doi":"10.1145/2993363.2993364","DOIUrl":"https://doi.org/10.1145/2993363.2993364","url":null,"abstract":"In order to experience the inner-workings and anatomy of the human body, Bond University has developed a number of teaching resources where students rotate between a variety of modes: including Virtual Reality, using the Gear VR and Oculus Rift devices; Augmented Reality, using Samsung S7 Edge mobile devices and Galaxy Tab S2; and interactive applications running on laptops. These modules now form part of the Medical Program's Anatomy, and Biomedical Sciences Physiology curriculum. This Education Talk will detail our current research into the effectiveness of this program and its benefits to students, negative effects experienced from utilizing these devices, and provide best-practice information as to how other institutions could go about incorporating this technology into their STEM curricula. In addition, the presentation will describe the \"10 tips regarding the integration of VR, AR and interactive software applications in University curricula\", based on our research and experiences.","PeriodicalId":427927,"journal":{"name":"SIGGRAPH ASIA 2016 Symposium on Education: Talks","volume":"218 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134368972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：