Tactile Learning Activities in Mathematics

2018 ◽  
Author(s):  
Julie Barnes ◽  
Jessica Libertini
PRIMUS ◽  
2013 ◽  
Vol 23 (7) ◽  
pp. 585-589
Author(s):  
Julie Barnes ◽  
Jessica Libertini

2020 ◽  
Vol 10 (2) ◽  
pp. 377-390
Author(s):  
Angie Hodge-Zickerman ◽  
Eric Stade ◽  
Cindy York ◽  
Janice Rech

Author(s):  
Nitish Vasudevan ◽  
Conrad S. Tucker

This paper aims to address two fundamental challenges in engineering education; i) the disconnect between digital and tactile learning activities in traditional Engineering Design curricula and ii) variations in standards used to assess digital activities completed by students. Digital 3D scanning technologies have the potential to mitigate the disconnect between digital and tactile learning activities by providing students with a real time understanding of the relationship between the digital and tactile design space in a real time, dynamic manner. In the process, students are introduced to the concept of reverse engineering as a means of understanding product assembly/disassembly as tactile activities, which can be then seamlessly represented/augmented in the digital space. The researchers of this work aim to understand the impact on the learning outcomes experienced by students when digital and tactile engineering activities are integrated in a real time dynamic manner. To mitigate variations in standards used to assess digital activities completed by students, the authors propose employing a 3D similarity metric that quantifies the differences between digital solutions created by students and a baseline solution from which student solutions are compared against. By establishing a quantitative similarity metric to assess student solutions, variations in grading across different instructors can be minimized and scores finalized in a more timely and efficient manner. The case study presented in this work is based on an Introduction to Engineering Design course, where freshmen students working both in individual and team based design projects are introduced to both digital and tactile activities. The research findings reveal students’ perception of 3D scanning technologies as it relates to their experiences with digital and tactile learning activities. After being introduced to digital and tactile activities, students’ performance are quantified through controlled design activities that are then assessed/graded using the proposed digital similarity metric.


2011 ◽  
Vol 14 (1) ◽  
pp. 21-28
Author(s):  
Mary J. Emm ◽  
Christine P. Cecconi

Clinical supervision is recognized as a distinctive area of practice and expertise, yet professional preparation in this area remains inadequate. This paper presents functional information describing the development and implementation of an experimental course on administration, supervision, and private practice, based on graduate student perceptions and preferences for course content and types of learning activities. Current pedagogical trends for universal design in learning and fostering student engagement were emphasized, including problem-based and collaborative learning. Results suggest that students were highly pleased with course content, interactive and group activities, as well as with assessment procedures used.


2011 ◽  
Vol 10 (2) ◽  
pp. 78-88 ◽  
Author(s):  
Janneke K. Oostrom ◽  
Marise Ph. Born ◽  
Alec W. Serlie ◽  
Henk T. van der Molen

Advances in computer technology have created opportunities for the development of a multimedia situational test in which responses are filmed with a webcam. This paper examined the relationship of a so-called webcam test with personality, cognitive ability, job experience, and academic performance. Data were collected among 153 psychology students. In line with our expectations, scores on the webcam test, intended to measure interpersonally oriented leadership, were related to extraversion, conscientiousness, emotional stability, and job experience. Furthermore, the webcam tests significantly predicted students’ learning activities during group meetings over and above a cognitive ability test and a personality questionnaire. Overall, this study demonstrates that webcam tests can be a valid complement to traditional predictors in selection contexts.


1994 ◽  
Vol 39 (4) ◽  
pp. 437-437
Author(s):  
Terri Gullickson ◽  
Pamela Ramser

2020 ◽  
Author(s):  
Meghan P. McCormick ◽  
Amanda Ketner Weissman ◽  
Christina Weiland ◽  
JoAnn Hsueh ◽  
Jason Sachs ◽  
...  

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