Contents: J. Gale, Preface. Part I:Radical Constructivism and Social Constructionism. E. von Glasersfeld, A Constructivist Approach to Teaching. K.J. Gergen, Social Construction and the Educational Process. J. Shotter, In Dialogue: Social Constructionism and Radical Constructivism. J. Richards, Construct[ion/iv]ism: Pick One of the Above. Part II:Information-Processing Constructivism and Cybernetic Systems. F. Steier, From Universing to Conversing: An Ecological Constructionist Approach to Learning and Multiple Description. R.J. Spiro, P.J. Feltovich, M.J. Jacobson, R.L. Coulson, Cognitive Flexibility, Constructivism, and Hypertext: Random Access Instruction for Advanced Knowledge Acquisition in Ill-Structured Domains. K. Tomm, Response to Chapters by Spiro et al. and Steier. P.W. Thompson, Constructivism, Cybernetics, and Information Processing: Implications for Technologies of Research on Learning. Part III:Social Constructivism and Sociocultural Approaches. H. Bauersfeld, The Structuring of the Structures: Development and Function of Mathematizing as a Social Practice. J.V. Wertsch, C. Toma, Discourse and Learning in the Classroom: A Sociocultural Approach. C. Konold, Social and Cultural Dimensions of Knowledge and Classroom Teaching. J. Confrey, How Compatible Are Radical Constructivism, Sociocultural Approaches, and Social Constructivism? Analysis and Synthesis I: Alternative Epistemologies. M.H. Bickhard, World Mirroring Versus World Making: There's Gotta Be a Better Way. Part IV:Alternative Epistemologies in Language, Mathematics, and Science Education. R. Duit, The Constructivist View: A Fashionable and Fruitful Paradigm for Science Education Research and Practice. G.B. Saxe, From the Field to the Classroom: Studies in Mathematical Understanding. N.N. Spivey, Written Discourse: A Constructivist Perspective. T. Wood, From Alternative Epistemologies to Practice in Education: Rethinking What It Means to Teach and Learn. E. Ackermann, Construction and Transference of Meaning Through Form. D. Rubin, Constructivism, Sexual Harassment, and Presupposition: A (Very) Loose Response to Duit, Saxe, and Spivey. Part V:Alternative Epistemologies in Clinical, Mathematics, and Science Education. E. von Glasersfeld, Sensory Experience, Abstraction, and Teaching. R. Driver, Constructivist Approaches to Science Teaching. T. Wood, P. Cobb, E. Yackel, Reflections on Learning and Teaching Mathematics in Elementary School. P. Lewin, The Social Already Inhabits the Epistemic: A Discussion of Driver Wood, Cobb, and Yackel and von Glasersfeld. J. Becker, M. Varelas, Assisting Construction: The Role of the Teacher in Assisting the Learner's Construction of Preexisting Cultural Knowledge. E.H. Auerswald, Shifting Paradigms: A Self-Reflective Critique. Analysis and Synthesis II: Epsitemologies in Education. P. Ernest, The One and the Many. Analysis and Synthesis III: Retrospective Comments and Future Prospects. L.P. Steffe, Alternative Epistemologies: An Educator's Perspective. J. Gale, Epilogue.

教育中的建构主义 = Constructivism in Education

[What is a cost-benefit analysis?].

Background: Although technology-enhanced simulation is increasingly used in health professions education, features of effective simulation-based instructional design remain uncertain. Aims: Evaluate the effectiveness of instructional design features through a systematic review of studies comparing different simulation-based interventions. Methods: We systematically searched MEDLINE, EMBASE, CINAHL, ERIC, PsycINFO, Scopus, key journals, and previous review bibliographies through May 2011. We included original research studies that compared one simulation intervention with another and involved health professions learners. Working in duplicate, we evaluated study quality and abstracted information on learners, outcomes, and instructional design features. We pooled results using random effects meta-analysis. Results: From a pool of 10 903 articles we identified 289 eligible studies enrolling 18 971 trainees, including 208 randomized trials. Inconsistency was usually large (I 2 4 50%). For skills outcomes, pooled effect sizes ( positive numbers favoring the instructional design feature) were 0.68 for range of difficulty (20 studies; p5 0.001), 0.68 for repetitive practice (7 studies; p ¼ 0.06), 0.66 for distributed practice (6 studies; p ¼ 0.03), 0.65 for interactivity (89 studies; p5 0.001), 0.62 for multiple learning strategies (70 studies; p5 0.001), 0.52 for individualized learning (59 studies; p5 0.001), 0.45 for mastery learning (3 studies; p ¼ 0.57), 0.44 for feedback (80 studies; p5 0.001), 0.34 for longer time (23 studies; p ¼ 0.005), 0.20 for clinical variation (16 studies; p ¼ 0.24), and � 0.22 for group training (8 studies; p ¼ 0.09). Conclusions: These results confirm quantitatively the effectiveness of several instructional design features in simulation-based education.

https://www.tandfonline.com/doi/pdf/10.3109/0142159X.2012.714886

Comparative effectiveness of instructional design features in simulation-based education: Systematic review and meta-analysis

Symposium on Haptic Interfaces for Virtual Environment and Teleoperator Systems 参加報告

In this paper we present a review of the most current avenues of research into Kinect-based elderly care and stroke rehabilitation systems to provide an overview of the state of the art, limitations, and issues of concern as well as suggestions for future work in this direction. The central purpose of this review was to collect all relevant study information into one place in order to support and guide current research as well as inform researchers planning to embark on similar studies or applications. The paper is structured into three main sections, each one presenting a review of the literature for a specific topic. Elderly Care section is comprised of two subsections: Fall detection and Fall risk reduction. Stroke Rehabilitation section contains studies grouped under Evaluation of Kinect’s spatial accuracy, and Kinect-based rehabilitation methods. The third section, Serious and exercise games, contains studies that are indirectly related to the first two sections and present a complete system for elderly care or stroke rehabilitation in a Kinect-based game format. Each of the three main sections conclude with a discussion of limitations of Kinect in its respective applications. The paper concludes with overall remarks regarding use of Kinect in elderly care and stroke rehabilitation applications and suggestions for future work. A concise summary with significant findings and subject demographics (when applicable) of each study included in the review is also provided in table format.

/pdf/systematic-review-of-kinect-applications-in-elderly-care-and-36rex59g1q.pdf

Systematic review of Kinect applications in elderly care and stroke rehabilitation

Fun Learning with AR Alphabet Book for Preschool Children

Stroke is a major cause of severe physical disability, leading into a variety of impairments. In general, stroke rehabilitation is a process which requires intensive direct physical therapy and is usually guided by physiotherapists. The long and intensive therapy sessions often results in patients losing the motivation to continue with the therapy, and as a result patients do not recover to their prospective. With increasing occurrence of stroke incidence, therapists are under pressure for time. At present most of the rehabilitation programmes are highly human intensive. Thus an innovative game technology that supports stroke rehabilitation may provide new opportunities. The main objective of this paper is to present a new low cost game framework for stroke rehabilitation programme that would increase patients' motivation for therapy, and also to study the feasibility and effect of a new game based technology to support hand and leg rehabilitation. In this paper, some important new game design principles for hand and leg rehabilitation with a standard angle based representation of the full body motion during exercise, for improving the accuracy of stroke exercise are presented. The design of serious games, with important game design principle frequently linked with worthy user engagement, may offer perceptions into how more effective systems can be developed for stroke rehabilitation. The additional bio-signal and online database will enable evaluation of patient s movement performance.

A low-cost game framework for a home-based stroke rehabilitation system

Despite the necessity for smartphones to be designed to better accommodate the elderly user, currently available smartphone user interfaces (UIs) do not appear to be optimized for that purpose. The objectives of this paper are to identify the potential usability problems among elderly adults when interacting with a smartphone’s UI, and recommend improvements to UI designs. The heuristic evaluation technique was used to determine the anticipated usability problems. SMASH, a set of 12 usability heuristics for smartphone and mobile applications was applied within a controlled environment, with five experts with the necessary competence to perform the evaluation. The results of the study indicated that there were 27 usability problems and 27 heuristic violations encountered. “Minimize the user’s memory load” and “match between system and real world” were the two most frequently violated heuristics. This study was complemented by testing with elderly people, and the results show that 79.17% of the problems experienced by the elderly were predicted by the experts. Usability problems were classified into four categories: 1) appearance; 2) language; 3) dialogue; and 4) information. Problems categories were further divided into sub-categories, and design solutions were suggested for each sub-category. This study’s findings contribute to understanding the problems that hinder elderly users in using smartphones and provide valuable feedback to designers of smartphone technology regarding improvements to the UI to better suit the elderly.

Usability Evaluation of the Smartphone User Interface in Supporting Elderly Users From Experts’ Perspective

Federated Identity Management (FIM) based on standards allows and facilitates participating federated organizations to share users identity attributes, facilitate authentication and grant or deny service access requests. Using single sign-on facility users authenticates only once to home identity provider and logged into access successive service providing service providers within federation. User's identity theft, misused of user identity information via single sign-on facility in identity providers and service providers, and trustworthiness of subject, identity providers and service providers are active concerns in federated identity management systems. In addition, we had explored trusted computing technology, which covers Trusted Platform Module security features such as Trusted Platform Module Identity, Integrity Measurement and Key certification as well as Trusted Network Connect. In this paper, we presented conceptual threat model for inter-domain web single sign-on in federate identity management system. For this, we set identity theft, misused of identity information, and trust relationship scenarios and in the end, we discussed how trusted computing technology use can effectively resolve identity theft, misused of identity information, and trust relationship concerns in federated identity management system.

Suziah Sulaiman

Papers

Fun Learning with AR Alphabet Book for Preschool Children

A low-cost game framework for a home-based stroke rehabilitation system

Usability Evaluation of the Smartphone User Interface in Supporting Elderly Users From Experts’ Perspective

A study on threat model for federated identities in federated identity management system

Evaluating Game-based Learning Effectiveness in Higher Education