Identification of partially occluded map symbols

2014 ◽  
pp. 19-32 ◽  
Author(s):  
Jari Arvi Korpi ◽  
Mohammad Haybatollahi ◽  
Paula Ahonen-Rainio
Keyword(s):  
Response Time ◽  
Web 2.0 ◽  
Web 2.0 Technologies ◽  
Research Project ◽  
User Test ◽  
Abstract Shape ◽  
Geovisual Analytics ◽  
Complex Shapes ◽  
Partially Occluded ◽  
Different Levels

Maps should be legible at all scales, and the information density of a map should be adapted to fulfill this goal. However, there are situations in which overlapping symbols might not be easily avoided. These kinds of cluttered or over-plotted situations often occur today in geovisual analytics and in map mash-ups created using Web 2.0 technologies. In this research project, we examine via a user test the extent to which occluded symbols can still be identifiable. Specifically, we tested how different levels of occlusion affected the accuracy and response time of finding symbols that varied in either color hue, abstract shape, or pictogram. The results of the test show that the efficiency of the symbols decreases when the symbols become partially occluded. Still, even half-occluded complex shapes can be identified quite accurately. Symbols varying in color hue seem to tolerate occlusion the best.

Old habits, new dynamics: a case study of Web 2.0 in collaborative humanities and arts research

2011 ◽  
Vol 5 (2) ◽  
pp. 147-157
Author(s):  
Dan Goren
Keyword(s):  
Web 2.0 ◽  
Digital Technology ◽  
Large Scale ◽  
Web 2.0 Technologies ◽  
Research Project ◽  
Research Practices ◽  
Research Environment ◽  
Arts And Humanities ◽  
Virtual Research Environment

Whilst the application of online multimedia digital technology within arts and humanities research has burgeoned over the last decade, the practice of openly conducting collaborative and in particular discursive research publicly online remains one of the most unfamiliar and conceptually problematic areas for many academics in the field. Based on user surveys, blog posts, and forum discussions, this article provides both an account and assessment of Web 2.0 technologies in use on a large-scale arts and humanities research project. Examining usage by and impressions of both the project team and the wider community of users, it investigates both the advantages gained and problems faced through the use of a virtual research environment (VRE). It also pays special attention to the use of video and its implications for research practices.

Realism 2.0

2019 ◽  
pp. 663-679
Author(s):  
Augusta Rohrbach
Keyword(s):  
Web 2.0 ◽  
Knowledge Sharing ◽  
Real Time ◽  
Social Reform ◽  
Data Modeling ◽  
Political Consciousness ◽  
Web 2.0 Technologies ◽  
Reform Agenda ◽  
Social Purpose ◽  
The Social

This chapter looks to the future of teaching realism with Web 2.0 technologies. After discussing the ways in which technologies of data modeling can reveal patterns for interpretation, the chapter examines how these technologies can update the social-reform agenda of realism as exemplified by William Dean Howells’s attempted intervention into the Haymarket Riot in 1886. The advent of Web 2.0 techologies offers students a way to harness the genre’s sense of social purpose to knowledge-sharing mechanisms to create a vehicle for political consciousness-raising in real time. The result is “Realism 2.0,” a realism that enables readers to engage in their world, which is less text-centric than it was for previous writers.

Personal Learning Environments

2011 ◽  
Vol 2 (4) ◽  
pp. 1-11 ◽  
Author(s):  
Sebastian H. D. Fiedler ◽  
Terje Väljataga
Keyword(s):  
Adult Learners ◽  
Web 2.0 ◽  
Learning Environments ◽  
Formal Education ◽  
The Other ◽  
Learning Activities ◽  
Web 2.0 Technologies ◽  
Personal Learning ◽  
Digital Instrumentation ◽  
Personal Learning Environments

This paper reviews and critiques how the notion of PLEs has been conceptualised and discussed in literature so far. It interprets the variability of its interpretations and conceptualisations as the expression of a fundamental contradiction between patterns of activity and digital instrumentation in formal education on one hand, and individual experimentation and experience within the digital realm on the other. It is suggested to place this contradiction in the larger socio-historic context of an ongoing media transformation. Thus, the paper argues against the prevalent tendency to base the conceptualisation of PLEs almost exclusively on Web 2.0 technologies that are currently available or emerging, while underlying patterns of control and responsibility often remain untouched. Instead, it proposes to scrutinise these patterns and to focus educational efforts on supporting adult learners to model their learning activities and potential (personal learning) environments while exploring the digital realm.

scholarly journals Phenomena of Illusory Form: Can We Bridge the Gap between Levels of Explanation?

Perception ◽  
1995 ◽  
Vol 24 (11) ◽  
pp. 1333-1364 ◽  
Author(s):  
Lothar Spillmann ◽  
Birgitta Dresp
Keyword(s):  
Feature Detection ◽  
Brain Research ◽  
Form Perception ◽  
Integrative Approach ◽  
Levels Of Explanation ◽  
Attentional Processes ◽  
Occluded Objects ◽  
Neurophysiological Mechanisms ◽  
Partially Occluded ◽  
Different Levels

The study of illusory brightness and contour phenomena has become an important tool in modern brain research. Gestalt, cognitive, neural, and computational approaches are reviewed and their explanatory powers are discussed in the light of empirical data. Two well-known phenomena of illusory form are dealt with, the Ehrenstein illusion and the Kanizsa triangle. It is argued that the gap between the different levels of explanation, bottom—up versus top—down, creates scientific barriers which have all too often engendered unnecessary debate about who is right and who is wrong. In this review of the literature we favour an integrative approach to the question of how illusory form is derived from stimulus configurations which provide the visual system with seemingly incomplete information. The processes that can explain the emergence of these phenomena range from local feature detection to global strategies of perceptual organisation. These processes may be similar to those that help us restore partially occluded objects in everyday vision. To understand better the Ehrenstein and Kanizsa illusions, it is proposed that different levels of analysis and explanation are not mutually exclusive, but complementary. Theories of illusory contour and form perception must, therefore, take into account the underlying neurophysiological mechanisms and their possible interactions with cognitive and attentional processes.

Towards Library 2.0: The Adoption of Web 2.0 Technologies in Public Libraries

Libri ◽  
2011 ◽  
Vol 61 (2) ◽  
Author(s):  
Ari-Veikko Anttiroiko ◽  
Reijo Savolainen
Keyword(s):  
Web 2.0 ◽  
Public Libraries ◽  
Web 2.0 Technologies

Application of the Web 2.0 Technologies Podcast and Vidcast for Formation and Development of Listening Comprehension Skill in an Extended Englishtraining Course in Eighth Grade

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
Rumen Hristov
Keyword(s):  
Web 2.0 ◽  
Listening Comprehension ◽  
Mobile Technologies ◽  
Foreign Languages ◽  
Specific Method ◽  
Web 2.0 Technologies ◽  
Comprehension Skill ◽  
Comprehension Skills ◽  
Low Levels ◽  
The Web

Low levels of listening comprehension skills in English is observed in many students. As a specific method, which can both cover mobile technologies and combine them with training, is the application of technology for podcasting and vidcasting/vodkasting. Podcasts and podcasts can provide authentic, up-to-date and easily accessible material, making them extremely useful when learning foreign languages. Their application makes learning freer and independent by introducing more interesting elements; gives greater freedom and independence to participants in the lesson. Students can listen to the material on the bus or while going to the gym.

The Impact of Web 2.0 Technologies on the Learning Experience of Students in Higher Education

2018 ◽  
Vol 13 (3) ◽  
pp. 1-17 ◽  
Author(s):  
Afaf Mubarak Bugawa ◽  
Andri Mirzal
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Web 2.0 ◽  
Student Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classrooms ◽  
Web 2.0 Technologies ◽  
The Impact

This article describes how the use of Web 2.0 technologies in the field of learning is on the rise. By their nature, Web 2.0 technologies increase the interactivity between users where interactivity is considered to be a key to success in traditional classrooms. This article reviews recent studies in the field of Web 2.0 technologies for learning and their impacts on the learning experiences and investigates relationship between Web 2.0 technologies and pedagogy in higher education on student learning. Key findings about the impacts of using social networks like Facebook, Twitter, blogs and wikis on learning experiences are also discussed. Web 2.0 technologies' characteristics and the rationale of Web 2.0 technologies in learning will also be explored.

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