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Augmenting Reality with Intelligent Interfaces

Peer reviewed: 
Yes, item is peer reviewed.
Date created: 
2018-06-27
Abstract: 

It is clear that our daily reality will increasingly interface with virtual inputs. We already integrate the virtual into real life through constantly evolving sensor technologies embedded into our smartphones, digital assistants, and connected devices. Simultaneously, we seek more virtual input into our reality through intelligent interfaces for the applications that these devices can run in a context rich, socially connected, and personalized way. As we progress toward a future of ubiquitous Augmented Reality (AR) interfaces, it will be important to consider how this technology can best serve the various populations that can benefit most from the addition of these intelligent interfaces. This paper proposes a new terminological framework to discuss the way AR interacts with users. An intelligent interface that combines digital objects in a real-world context can be referred to as a Pose-Interfaced Presentation (PIP): Pose refers to user location and orientation in space; Interfaced means that the program responds to a user’s intention and actions in an intelligent way; and Presentation refers to the virtual object or data being layered onto the perceptive field of the user. Finally, various benefits of AR are described and examples are provided in the areas of education, worker training, and ESL learning.

Document type: 
Book chapter
File(s): 

Making in the Classroom: A Self-Study Examining the Implementation of a Makerspace

Author: 
Peer reviewed: 
No, item is not peer reviewed.
Date created: 
2018-07-10
Abstract: 

Making is a popular trend that holds many promises for classroom education, the most salient of which is as a vehicle for constructionist learning (Cohen, Jones, Smith & Calandra, 2017). In this self-study, I examine tensions that arose from implementing athe makerspace concept in my grade 10-12 alternate classroom. Self-study is an ideal way to explore the application of makerspace in the classroom as it is both improvement-aimed and contributory (LaBoskey, 2004). This study found that my fear and uncertainty that arose in implementing a makerspace in the classroom contributed to privileging of choice and autonomy over other aspects of makerspaces. Self-study helped me to re-connect with my values and beliefs of supporting student empowerment and student autonomy through scaffolded practices. This self-study also highlighted the importance that fear plays in surfacing tensions that need attending. This rich description of one teacher’s experience contributes to the conversation of how to bring makerspaces into the classrooms.

Document type: 
Thesis
File(s): 

Adversity in University: Cyberbullying and its Impacts on Students, Faculty and Administrators

Peer reviewed: 
Yes, item is peer reviewed.
Date created: 
2017-08-08
Abstract: 

This paper offers a qualitative thematic analysis of the impacts of cyberbullying on post-secondary students, faculty, and administrators from four participating Canadian universities. These findings were drawn from data obtained from online surveys of students and faculty, student focus groups, and semi-structured interviews with faculty members and university administrators. The key themes discussed include: negative affect, impacts on mental and physical health, perceptions of self, impacts regarding one’s personal and professional lives, concern for one’s safety, and the impact of authorities’ (non) response. Students reported primarily being cyberbullied by other students, while faculty were cyberbullied by both students and colleagues. Although students and faculty represent different age levels and statuses at the university, both groups reported similar impacts and similar frustrations at finding solutions, especially when their situations were reported to authorities. It is important that universities pay greater attention to developing effective research-based cyberbullying policies and to work towards fostering a more respectful online campus culture.

Document type: 
Article
File(s): 

Persistent Pedagogical Challenges in Developmental Education Reform

Author: 
Peer reviewed: 
Yes, item is peer reviewed.
Date created: 
2018-04-27
Abstract: 

This chapter presents pedagogical challenges to reform in developmental education and observations of best practices gleaned from successful mathematics developmental education classrooms.

Document type: 
Article

Reconceiving Barriers for Democratic Health Education in Danish Schools: an Analysis of Institutional Rationales

Peer reviewed: 
Yes, item is peer reviewed.
Date created: 
2017-01-16
Abstract: 

Health promotion - and education researchers and practitioners advocate for more democratic approaches to school-based health education, including participatory teaching methods and the promotion of a broad and positive concept of health and health knowledge, including aspects of the German educational concept of bildung. Although Denmark, from where the data of this article are derived, has instituted policies for such approaches, their implementation in practice faces challenges. Adopting a symbolic interactionist analytical framework this paper explores and defines two powerful institutional rationales connected to formal and informal social processes and institutional purposes of schools, namely conservatism and Neoliberalism. It is empirically described and argued how these institutional rationales discourage teachers and students from including a broad and positive concept of health, the element of participation, and the promotion of general knowledge as legitimate elements in health education. This paper thus contains a perspective on health education practice, which, in a new way, contributes to explain the relatively slow progress of democratic approaches to school health education.

Document type: 
Article
File(s): 

Studying and Constructing Concept Maps: A Meta-Analysis

Peer reviewed: 
Yes, item is peer reviewed.
Date created: 
2017-03-21
Abstract: 

A concept map is a node-link diagram in which each node represents a concept and each link identifies the relationship between the two concepts it connects. We investigated how using concept maps influences learning by synthesizing the results of 142 independent effect sizes (n = 11,814). A random-effects model meta-analysis revealed that learning with concept and knowledge maps produced a moderate, statistically significant effect (g =.58, p < .001). A moderator analysis revealed that creating concept maps (g =.72, p < .001) was associated with greater benefit relative to respective comparison conditions than studying concept maps (g = .43, p <.001). Additional moderator analyses indicated learning with concept maps was superior to other instructional comparison conditions, and was effective across science, technology, engineering, and math (STEM) and non-STEM knowledge domains. Further moderator analyses, as well as implications for theory and practice, are provided.

Document type: 
Article

Neoliberalism Across Borders: A Comparative Case Study of Community Colleges’ Capacity to Serve Student-Parents

Peer reviewed: 
Yes, item is peer reviewed.
Date created: 
2017-05
Abstract: 

Community colleges in the United States and Canada operate within postsecondary environments that are being reshaped by neoliberal policymaking. As community colleges in both countries respond to the pressures of neoliberalism, their capacity to serve students already marginalized by their “nontraditional” status may be affected in contradictory ways that benefit some students while further disadvantaging others. This article drew on data from a comparative case study of two urban community colleges, one in the United States and one in Canada, to explore how the increasing marketization of postsecondary education in both countries is affecting each college’s position within its particular postsecondary environment and, in turn, is shaping its capacity at the organizational level to support its student population. As a means of highlighting the consequences of neoliberal processes on marginalized students, we focused our attention at the organizational level on resources and supports targeted at students with dependent children, a group of students who are often rendered invisible—both by neoliberal discourses and traditional postsecondary policies and practices.

 

Document type: 
Article

Does this Feel Empowering? Using Métissage to Explore the Effects of Critical Pedagogy

Peer reviewed: 
Yes, item is peer reviewed.
Date created: 
2017-01
Abstract: 

The extent to which critical pedagogy disrupts the relations of dominance inside postsecondary classrooms, or empowers students to take socially just action beyond the classroom has been debated and challenged for decades. Through the use of métissage, an interpretive inquiry method that affords collaborative interrogation of individual narrative writings, we five participants in the same critical pedagogy course conducted a post-course inquiry project in order to explore what we had learned through the course. Through this inquiry project, we have come to a deeper understanding of critical pedagogy praxis. Ultimately, what we learned through the use of this inquiry method maintains important implications for postsecondary educators.

Document type: 
Article
File(s): 

When I Dance My Walk: A Phenomenological Analysis of Habitual Movement in Dance Practices

Peer reviewed: 
Yes, item is peer reviewed.
Date created: 
2017-08-22
Abstract: 

In this article, I describe the experience of dancing-a-walk. My specific focus is on the shift that I perceive in my body when I dance-a-walk rather than functionally walking. Following a firstperson perspective, I demonstrate how my experience of practicing dancing-a-walk interrogates the habit of walking and makes it come alive again as an expression of the body. First, I show how the practice of dancing-a-walk challenges the dichotomy between abstract and concrete movement proposed by Maurice Merleau-Ponty in the Phenomenology of Perception. Indeed, dancing-a-walk is an example of a concrete and yet already abstract movement. Then, I turn to concepts such as habits and body memory. By identifying how the perception of my body changes when I dance everyday movements (i.e., walking) versus when I execute such movements functionally, I aim to develop a new perspective on and vocabulary for a phenomenological definition of concrete/abstract movements within the context of dance.

Document type: 
Article
File(s): 

Alexithymia, but not Autism Spectrum Disorder, may be Related to the Production of Emotional Facial Expressions

Peer reviewed: 
Yes, item is peer reviewed.
Date created: 
2016-11-11
Abstract: 

Background A prominent diagnostic criterion of autism spectrum disorder (ASD) relates to the abnormal or diminished use of facial expressions. Yet little is known about the mechanisms that contribute to this feature of ASD. Methods We showed children with and without ASD emotionally charged video clips in order to parse out individual differences in spontaneous production of facial expressions using automated facial expression analysis software. Results Using hierarchical multiple regression, we sought to determine whether alexithymia (characterized by difficulties interpreting one’s own feeling states) contributes to diminished facial expression production. Across groups, alexithymic traits—but not ASD traits, IQ, or sex—were associated with quantity of facial expression production. Conclusions These results accord with a growing body of research suggesting that many emotion processing abnormalities observed in ASD may be explained by co-occurring alexithymia. Developmental and clinical considerations are discussed, and it is argued that alexithymia is an important but too often ignored trait associated with ASD that may have implications for subtyping individuals on the autism spectrum.

Document type: 
Article
File(s):