1. Interaction. The interactions learners have with each other build interpersonal skills, such as listening, politely interrupting, expressing ideas, raising questions, disagreeing, paraphrasing, negotiating, and asking for help. 2. Interdependence. Learners must depend on one another to accomplish a common objective. Each group member has specific tasks to complete, and successful completion of each member’s tasks results in attaining the overall group objective.

将“Cooperative Learning”融入课堂——浅谈英语素质教育

A mobile terminal including a body; a touchscreen provided to a front and extending to side of the body and configured to display content; and a controller configured to detect one side of the body comes into contact with one side of an external terminal, display a first area on the touchscreen corresponding to a contact area of the body and the external terminal and a second area including the content, receive an input of moving the content displayed in the second area to the first area, display the content in the first area, and share the content in the first area with the external terminal.

Mobile terminal and method for controlling the same

To provide methods and systems for creating virtual and augmented reality.SOLUTION: Configurations are disclosed for presenting virtual reality and augmented reality experiences to users. The systems may comprise an image capturing device to capture one or more images, the one or more images corresponding to a field of view of a user of a head-mounted augmented reality device, and a processor communicatively coupled to the image capturing device to extract a set of map points from the set of images, to identify a set of sparse points and a set of dense points from the extracted set of map points, and to perform normalization on the set of map points.SELECTED DRAWING: Figure 1

Methods and systems for creating virtual and augmented reality

The information systems field emerged as a new discipline of artificial science as a result of intellectual efforts to understand the nature and consequences of computer and communication technology in modern organizations. As the rapid development of digital technology continues to make computers and computing a part of everyday experiences, we are once again in need of a new discipline of the artificial. In this essay, I argue that the IS community must expand its intellectual boundaries by embracing experiential computing as an emerging field of inquiry in order to fill this growing intellectual void. Experiential computing involves digitally mediated embodied experiences in everyday activities through everyday artifacts that have embedded computing capabilities. Experiential computing is enabled by the mediation of four dimensions of human experiences (time, space, actors, and artifacts) through digital technology. Drawing on a research framework that encompasses both behavioral and design sciences, six research opportunities that the IS research community can explore are suggested. Ultimately, I propose that the IS field return to its roots, the science of the artificial, by decisively expanding the scope of its inquiry and establishing a new domain of research on computing in everyday life experiences.

Computing in everyday life: a call for research on experiential computing

A quote often attributed to Seymour Papert states that if a teacher from the 16th century would timetravel to the present, he or she would have no problem entering a school and teaching a class. Historical documents from that time show that he could not be more accurate. The Treviso Arithmetic, from 1478, teaches students how to do multiplication and division using ‘exactly’ the same paper-based algorithms we use today. Several descriptions of 16th century schools and their curricula look strikingly similar to today’s mathematics classes, such as a well-known school in Florence run by Master Francesco Ghaligai in 1519 which had a “...heavy emphasis on memorization and procedures” and a curriculum comprised of units on “multiplication, practice in the use of algorithms, division, fractions, and the rule of three” (Swetz & Smith, 1987).

/pdf/digital-fabrication-and-making-in-education-the-la4kyg0zes.pdf

Digital Fabrication and Making' in Education: The Democratization of Invention

We introduce Topobo, a 3D constructive assembly system embedded with kinetic memory, the ability to record and playback physical motion. Unique among modeling systems is Topobo's coincident physical input and output behaviors. By snapping together a combination of Passive (static) and Active (motorized) components, people can quickly assemble dynamic biomorphic forms like animals and skeletons with Topobo,animate those forms by pushing, pulling, and twisting them, and observe the system repeatedly play back those motions. For example, a dog can be constructed and then taught to gesture and walk by twisting its body and legs. The dog will then repeat those movements and walk repeatedly.Our evaluation of Topobo in classrooms with children ages 5-13 suggests that children develop affective relationships with Topobo creations and that their experimentation with Topobo allows them to learn about movement and animal locomotion through comparisons of their creations to their own bodies. Eighth grade science students' abilities to quickly develop various types of walking robots suggests that a tangible interface can support understanding how balance, leverage and gravity affect moving structures because the interface itself responds to the forces of nature that constrain such systems.

/pdf/topobo-a-constructive-assembly-system-with-kinetic-memory-5c1fxwb8sc.pdf

Topobo: a constructive assembly system with kinetic memory

Methods and systems for unlocking a screen using eye tracking information are described. A computing system may include a display screen. The computing system may be in a locked mode of operation after a period of inactivity by a user. Locked mode of operation may include a locked screen and reduced functionality of the computing system. The user may attempt to unlock the screen. The computing system may generate a display of a moving object on the display screen of the computing system. An eye tracking system may be coupled to the computing system. The eye tracking system may track eye movement of the user. The computing system may determine that a path associated with the eye movement of the user substantially matches a path associated with the moving object on the display and switch to be in an unlocked mode of operation including unlocking the screen.

Unlocking a Screen Using Eye Tracking Information

We introduce Family Story Play, a system that supports grandparents to read books together with their grandchildren over the Internet. Family Story Play is designed to improve communication across generations and over a distance, and to support parents and grandparents in fostering the literacy development of young children. The interface encourages active child participation in the book reading experience by combining a paper book, a sensor-enhanced frame, video conferencing technology, and video content of a Sesame Street Muppet (Elmo). Results with users indicate that Family Story Play improves child engagement in long-distance communication and increases the quality of interaction between young children and distant grandparents. Additionally, Family Story Play encourages dialogic reading styles that are linked with literacy development. Ultimately, reading with Family Story Play becomes a creative shared activity that suggests a new kind of collaborative story telling.

http://dmrussell.net/CHI2010/docs/p1583.pdf

Family story play: reading with young children (and elmo) over a distance

A wearable computing device or a head-mounted display (HMD) may be configured to track the gaze axis of an eye of the wearer. In particular, the device may be configured to observe movement of a wearer's pupil and, based on the movement, determine inputs to a user interface. For example, using eye gaze detection, the HMD may change a tracking rate of a displayed virtual image based on where the user is looking. Gazing at the center of the HMD field of view may, for instance, allow for fine movements of the virtual display. Gazing near an edge of the HMD field of view may provide coarser movements.

Eye gaze detection to determine speed of image movement

An optical system has an aperture through which virtual and real-world images are viewable along a viewing axis. The optical system may be incorporated into a head-mounted display (HMD). By modulating the length of the optical path along an optical axis within the optical system, the virtual image may appear to be at different distances away from the HMD wearer. The wearable computer of the HMD may be used to control the length of the optical path. The length of the optical path may be modulated using, for example, a piezoelectric actuator or stepper motor. By determining the distance to an object with respect to the HMD using a range-finder or autofocus camera, the virtual images may be controlled to appear at various distances and locations in relation to the target object and/or HMD wearer.

Hayes Solos Raffle

Papers

Topobo: a constructive assembly system with kinetic memory

Unlocking a Screen Using Eye Tracking Information

Family story play: reading with young children (and elmo) over a distance

Eye gaze detection to determine speed of image movement

Method to autofocus on near-eye display