Academic literature on the topic 'Visual learning Australia'
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Journal articles on the topic "Visual learning Australia"
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Kashiwa, Mayumi. "Visualizing language learning environments beyond the classroom in study abroad." Study Abroad Research in Second Language Acquisition and International Education 7, no. 2 (October 3, 2022): 240–72. http://dx.doi.org/10.1075/sar.21003.kas.
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Abstract Employing an ecological framework, this study explores learners’ visual representation of their language learning practices and environments beyond the classroom in an Australian context. Specifically, this study’s aim is to better understand the features of individual language learning environments, the role of self-reflection, and the affordances involved in the construction of these environments. One hundred and seventy international students enrolled in English Language Intensive Courses for Overseas Students (ELICOS) in Sydney drew mind maps on “Activities to improve my English in Australia.” The mind maps were analyzed thematically using NVivo 11 software and subsequent themes were developed. Findings showed individual differences in features of language learning environments, learners’ perceptions of their affordances, and insight into the degree of learner agency as seen from the visualization. This article closes by discussing the implications for using such visual materials in second language pedagogy in order to understand student language learning beyond the classroom.
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Clarke, Robert, and Andrea Adam. "Digital storytelling in Australia." Arts and Humanities in Higher Education 11, no. 1-2 (June 20, 2011): 157–76. http://dx.doi.org/10.1177/1474022210374223.
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This project explored the experiences of a small sample ( N = 6) of Australian academics with the use of digital storytelling as a pedagogical tool in higher education contexts. This article describes two case studies of academic uses of digital storytelling, along with interpretive analysis of six semi-structured interviews of academics working within media and communication studies and their reflections on the potential of digital storytelling to enhance student learning and the student experience. Three consistent themes emerged, based around issues of definition, the need for ‘constructive alignment’, and resource and planning requirements. Academics regarded digital storytelling as a complement to, not a substitute for, conventional methods of learning and assessment such as the critical research essay. Overall, reservations exist regarding the promise of digital storytelling as a pedagogical tool that some academics have recently claimed for it.
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Esteban-Maluenda, Ana, and Rute Figueiredo. "Learning from the Opposite? Iberian Journals Glance at Australia." Fabrications 31, no. 1 (January 2, 2021): 24–53. http://dx.doi.org/10.1080/10331867.2021.1907028.
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Paech, Merri, and Helen Calabretto. "Children's Vision Screening: A Primary Health Care Controversy." Australian Journal of Primary Health 4, no. 4 (1998): 89. http://dx.doi.org/10.1071/py98064.
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Registered nurses around Australia are presently involved in screening processes which assess children's vision. The issue of how best to do this screening has a complex and lengthy multi-disciplinary history, with different views expressed in the literature by optometrists, ophthalmologists, psychologists and teachers. Research in Australia has demonstrated that as many as 4 out of 10 children may not automatically develop the efficient binocular visual skills necessary for ease of learning. These visual skills have become the specific professional interest of Behavioural (Developmental) optometrists and current child screening techniques are possibly out-dated given today's optometrical knowledge. This controversial issue is explained and future research directions for registered nurses and other primary health care practitioners are suggested.
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Luo, Hui, Jessica Bhardwaj, Suelynn Choy, and Yuriy Kuleshov. "Applying Machine Learning for Threshold Selection in Drought Early Warning System." Climate 10, no. 7 (June 30, 2022): 97. http://dx.doi.org/10.3390/cli10070097.
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This study investigates the relationship between the Normalized Difference Vegetation Index (NDVI) and meteorological drought category to identify NDVI thresholds that correspond to varying drought categories. The gridded evaluation was performed across a 34-year period from 1982 to 2016 on a monthly time scale for Grassland and Temperate regions in Australia. To label the drought category for each grid inside the climate zone, we use the Australian Gridded Climate Dataset (AGCD) across a 120-year period from 1900 to 2020 on a monthly scale and calculate percentiles corresponding to drought categories. The drought category classification model takes NDVI data as the input and outputs of drought categories. Then, we propose a threshold selection algorithm to distinguish the NDVI threshold to indicate the boundary between two adjacent drought categories. The performance of the drought category classification model is evaluated using the accuracy metric, and visual interpretation is performed using the heat map. The drought classification model provides a concept to evaluate drought severity, as well as the relationship between NDVI data and drought severity. The results of this study demonstrate the potential application of this concept toward early drought warning systems.
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Rourke, Arianne, and Zena O’Connor. "Investigating Visual Literacy Levels and Predominant Learning Modality Among Undergraduate Design Students in Australia: Preliminary Findings." Design Principles and Practices: An International Journal—Annual Review 3, no. 2 (2009): 17–28. http://dx.doi.org/10.18848/1833-1874/cgp/v03i02/37629.
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Clark, Stephanie R. "Unravelling groundwater time series patterns: Visual analytics-aided deep learning in the Namoi region of Australia." Environmental Modelling & Software 149 (March 2022): 105295. http://dx.doi.org/10.1016/j.envsoft.2022.105295.
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Morris, Julia E. "Arts engagement outside of school: Links with Year 10 to 12 students’ intrinsic motivation and self-efficacy in responding to art." Australian Educational Researcher 45, no. 4 (March 28, 2018): 455–72. http://dx.doi.org/10.1007/s13384-018-0269-8.
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Abstract This study draws on student engagement factors to examine the relationship between students’ non-school-based arts experiences on their intrinsic motivation and self-efficacy to participate in visual arts responding tasks. Visual arts responding in the curriculum includes learning about artists and artworks, decoding art and making critical judgements, and is important in building twenty-first century learning skills such as critical thinking and communication. A total of 266 Year 10 to 12 students from 18 schools in Western Australia (WA) participated in the quantitative research, which explored outside-school arts engagement as well as cognitive and psychological engagement factors in their current year of secondary schooling. The findings showed that while being an art consumer appears to impact on intrinsic motivation and self-efficacy, producing art as a hobby outside of school does not appear to do so. The research raised questions about links between practice and theory, and how to promote students’ engagement in responding.
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Bechet, Quentin, Xavier Philoleau, Melissa Mellado-Ruiz, Amanda Siqueira, and Michelle Aguilar. "Using artificial intelligence to improve pipe condition assessment." Water e-Journal 5, no. 3 (2020): 1–12. http://dx.doi.org/10.21139/wej.2020.020.
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Inspection and condition assessments of network infrastructure are critical for water utilities and city councils to ensure the structural integrity and functionality of sewer pipes and stormwater drains. These assessments are necessary to identify the pipes requiring rehabilitation before they deteriorate past the point of renewal. In practice, these assessments are performed manually through camera inspection of the pipes. However, the visual observation of the resulting footage can be biased by the operator subjectivity. VAPAR.Solutions is a cloud platform that automates condition assessment directly from a pipe’s CCTV footage. In this context, VAPAR, an Australian-based company, developed a deep-learning algorithm to code inspection videos automatically and consistently. This study aimed to evaluate the performance of this auto-coding algorithm by using a dataset of 203 inspection videos captured in stormwater and sewer pipes in Victoria, Australia. This study revealed that the VAPAR algorithm missed fewer defects in sewer and stormwater pipes (13.2%) than the operator during visual inspection (36.6%). The VAPAR algorithm was, however, ‘over-sensitive’ and generated 28.1% of false alarms, against 7.8% for the operator. This study also revealed that the VAPAR algorithm was significantly more accurate than the operator at grading the pipes, with an accuracy between 76.3-79.8% against 48.5-52.2% for the operator.
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Daniels, Bruce C. "Learning to Live with "Britain's Eldest Daughter": Anti-Americanism in Canada and Australia." Journal of American Culture 25, no. 1-2 (March 2002): 172–80. http://dx.doi.org/10.1111/1542-734x.00026.
Full textDissertations / Theses on the topic "Visual learning Australia"
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Zervos, Cassandra. "The effect of cross-linked learning on visual arts education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/774.
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This study examined how computer technology had an effect on a Year 9 visual arts education class with regard to the Western Australian four Arts Learning Outcomes (WA 4ALO). The research was administered concurrently with a learning approach called Cross-Linked Leaming (CLL) (Zervos, 1997), which consisted of three components: (1) the subject (e.g., visual arts education in relation to the WA 4ALO); (2) the learner (i.e., a target group and how they learn); and (3) the tool (e.g., computer technology). This study addressed the problem of how to promote learning in visual arts education, especially with visual arts theory. Historically, students have preferred to make art than to study art theory subjects such as art history and art criticism/response. Furthermore, many students may have found, traditional ways of learning theory to be less engaging and stimulating than making art. For this study, a sample consisted of 19 female students from an independent secondary school in Perth for one school term. The students were divided into three groups for the three data collections methods: (l) the whole class completed pre and post-questionnaires; (2) five pairs of students participated in pre- and post-interviews; and, (3) nine students' art portfolios representative of different levels, of achievement, that were analysed at the end of the school term. The methodology was action research. Data was collected and interpreted to answer the primary research question through four sub-questions as follows: (1.0) What was the effect of CLL on students; (1.1) What were students' attitudes towards CLL; (1.2) What skills did students require for CLL; (1.3) What knowledge did students exercise with CLL; and (1.4) What were students' preferences for !earning with CLL?" The results showed that the three components of CLL had a predominately positive effect upon most students in terms of their attitudes, skills, knowledge, and preferences. Furthermore, the students showed a first preference for learning visual arts theory in a CLL framework reflecting a social constructivist and student-centered way of learning that included using, computers 75% of the-•time for visual arts theory instruction. This thesis demonstrates that CLL is an effective framework for the Year 9 visual arts students who participated in this study.
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Bennett, Elizabeth G. "Visual dysfunction : a contributing factor in memory deficits, and therefore learning difficulties?" Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/266.
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This thesis is based on Educational Therapy (ET) practice which has found eye muscle imbalance is a key factor to be addressed in management of learning difficulties (LD). This level of oculo-motor (o-m) function is a 'hidden' handicap as individuals are unaware of the problem; it is not routinely tested; and is not generally included in learning difficulties research. O-m function is omitted in standard paediatric optometry tests, and in school vision screening. Eye exercises increase the range of binocular fields of vision by employing stereopsis glasses and red/green slides. Central vision loss was uncovered when students reported words, seen by only the right eye, "disappear" or "switch on and off". When the left eye was covered, right eye vision returned but was lost again with binocular vision, even though larger shapes on the screen remained complete. In effect, global vision was unaffected while right eye central (foveal) vision was suppressed. This is considered significant because students attending ET have learning difficulties with phonemic memory, spelling and reading deficits, which are predominantly left hemisphere processes. The aim of this three-part study, consisting of School Survey, ET Intervention study and Case studies, was to: a) determine whether o-m dysfunction was found in a girls' school population and/or was associated with LD; b) set up an Intervention study to explore the effects of vision training on the outcomes of a subsequent week-long word-skills programme in the ET practice. Two case studies we're also examined, that of matched senior school boys whose outcomes were significantly different; and c) examine more closely the common pattern of muscle imbalance in two case studies of current junior school students. This tested the therapy assumption that mal-adaptive sensory feedback was contributing to o-m dysfunction. This notion is based on the Luria (1973) Model of Levels of Neural Function which provides the framework for ET practice, and the Developmental Model of LD that has evolved in application and explanation. Part 1 School Survey. This exploratory, cross-sectional study included a randomised sample of 277 participants in a private girl's school. A 7-10 minute screening was provided by five optometrists, with an expanded protocol including o-m function. Also assessed were academic standards of reading comprehension and spelling, reasoning, visual perception, phonological skills, auditory, visual and phonemic memory, and arm dominance. Results showed visual dysfunction and mixed eye dominance in approximately equal numbers. Of the 47% girls with visual dysfunction, not all had literacy problems; however, LD students had corresponding degrees of o-m dysfunction, memory deficit and mixed hand / arm dominance. Part 2 Intervention study. The Research Question for the Intervention Study was: Does the difference in learning standards depend on which eye is disadvantaged in the case of weak binocularity? This question was answered by determining the outcomes to literacy levels once normal binocular o-m function and stable eye dominance were established. Twenty-four students (6 to 18 years) had Behavioural Optometry assessment prior to commencing therapy and were found to have o-m dysfunction, undetected by previous standard optometry tests. Eye exercise results showed 62.5% of the group had changed from left to right eye dominance. The dominance criterion was set by this group, indicated by the right eye holding fixation through full range of fusional reserves (binocular overlap), together with superior eye-tracking speed >20% by the right, compared to the left, eye. Associated significant gains in literacy and phonemic memory were also achieved by the newly established 'right-eyed' group. In spite of undergoing identical treatment, the 'left-eyed' group retained limited foveal binocularity, and made less progress in literacy outcomes. Part 3 Two current Case Studies. Present ET practice benefited from insights gained from the 36% 'unsuccessful' participants of the previous study. Better therapy outcomes are achieved from an integrative motor-sensory approach, supported by Podiatry and Cranial Osteopathy. This detailed study involved two junior school boys who exemplified a common pattern of physical anomalies. For example, RW (8-year old male) had 'minimal brain damage' and LD that co-occur with unstable feet and o-m control, postural muscle imbalance, poor balance, motor co-ordination and dyspraxia. After 18, two-hour therapy sessions over nine months, he is now reading well, his motor co-ordination, eye tracking and writing are within the ‘low normal range’, and he is interacting competently with his peers. Learning difficulties can be conceptualised as a profile of immaturities. The results of this three part study have shown that once the 'hidden' handicap of right eye suppression is overcome with balanced binocular fields of vision, learning difficulties arc ameliorated. This is affirmed by the positive gains achieved by these students, not only in literacy skills but also 'outgrowing' immaturity in motor-sensory-perceptual development.
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Scarparolo, Gemma E. "Character cars : How computer technology enhances learning in terms of arts ideas and arts skills and proceses in a year 7 male visual arts education program." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/662.
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'The possibilities that the technology can offer are seemingly endless and remain to be fully explored in [visual] art education." (Callow. 2001. p,43) The aim of this research is to investigate whether the integration of Visual Arts Technology Tools (TECH-TOOLS) into Traditional Visual Arts Programs (TRAD-['ROG) enhance the students' learning in terms of Arts Ideas (AI) and Arts Skills and Processes (ASP) and whether it is a cost effective option for Western Australian primary schools. To determine whether it is worth the inclusion of TECH-TOOLS in terms of enhancing learning. this research will statistically state whether the combination of TECH-TOOLS and Traditional Visual Arts Media (TRAD-MEDIA) enhance the expressive outcomes of Year Seven boys' artwork. The comparative case study method has been chosen as the most suitable method to enable the Researcher to establish the impact that combining TECH-TOOLS with TRAD-MEDIA have upon Year Seven boys' artwork. The Control group only used TRAD-MEDIA and the Experimental group used both TRAD-MEDIA and TECH-TOOLS to create a piece of artwork based on the chosen theme, Character Cars. There were 23 students in the Control group and 24 students in the Experimental group, however not all students attempted or completed the task for reasons which will be explained in Chapter Four. Each group was involved in three sequenced activities based on the chosen theme, with the second activity varying only according to the media used to complete the task. Combinations of quantitative and qualitative methods have been used in this research. To present quantitative data which provides insights into whether Visual Arts (VA) teachers should be combining TECH-TOOLS with TRAD-MEDIA in their Visual Arts Programs (VAP), each piece of artwork was assessed and analysed using descriptive analysis of the data. Each participant completed a written feedback form outlining their attitudes, feelings and thoughts about their artwork and the media that they used. The Researcher and an independent Visual Arts Education (V AE) expert also took anecdotal records during the VA activities with the aim of recording the participants' involvement and enjoyment of the activities. This study is significantly different from the current research in this area u!; it will: provide quantitative data which will demonstrate Whether the combination of TECH-TOOLS and TRAD-MEDlA enhances students' artwork; link the relevant literature and findings of this study to the Western Australian primary school context; provide links to the Western Australian Curriculum Council's Curriculum Framework; and comment on the influence of gender in VAE. All of these factors contribute to the uniqueness of this study.
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Pace, Andrew Ross. "Participating in the musical tradition of prejjem : transmitting the guitar culture of għana within and between insular musical communities of islanders in Malta and the Maltese-Australian diaspora." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/participating-in-the-musical-tradition-of-prejjem-transmitting-the-guitar-culture-of-gana-within-and-between-insular-musical-communities-of-islanders-in-malta-and-the-malteseaustralian-diaspora(1e4bf33d-1c5c-4566-9b75-35f3e8292bc9).html.
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Prejjem is a style of guitar music that is practiced in the Maltese islands and its diaspora as part of the għana folksinging tradition. Although għana has been studied by a number of ethnomusicologists, anthropologists, sociologists and linguists, its guitar aspect has been almost entirely overlooked by academia. Emerging in Malta over a century ago, prejjem is analogous to the guitar component of flamenco or fado. It, too, is a complex improvised guitar tradition that serves to accompany and complement a vocal tradition and which simultaneously exists as a separate instrumental ensemble practice. Guitarists maintain a close-knit association with the għana community, but they also engage in a set of activities and behaviours with one another that are unique to their position within it. In this thesis, I examine both the social and musical attributes of prejjem and its communities of guitarists, employing a range of methodologies and theories drawn from a number of disciplines to reveal the totality of the practice as it exists in Malta and its diaspora (specifically Australia). Drawing extensively upon ethnographic fieldwork research that I have undertaken in Malta and Australia, I explore the material culture of prejjem, its musical forms, its history, its performance environments, the sociability of its participants and the means by which performers develop musical ability. These topics are bound together as a holistic investigation into how knowledge about prejjem exists in the għana community, how social factors shape the forms of this knowledge and, most importantly, how this knowledge is transmitted and transformed as it passes between members of this community.
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Massola, Catherine Anna. "Living the heritage, not curating the past: a study of lirrgarn, agency & art in the Warmun Community." Phd thesis, 2016. http://hdl.handle.net/1885/101039.
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This thesis is an historical and contemporary examination of the
creative, social and cultural world of the Warmun community in
Western Australia. It focuses on how the community as a whole,
and as individuals, exert agency and maintain their values and
priorities when situated within larger, sometimes more powerful,
structures and frameworks that differ from their own.
Through the prism of art, the research examines the community's
engagement with and value of the Warmun Community Collection,
their history of adjustment, the unofficial roles of the Warmun
Art Centre and how the Warmun Art Centre supports and enables
informal learning. The thesis connects these four themes through
a socio-historical analysis of the experiences of Warrmarn
people, ethnographic and visual descriptions of their actions and
a visual examination of the manifestations of their
actions—objects of creative practice or, artworks.
In doing so, the thesis reveals several overlapping matters: it
tracks the development of a museum in an Aboriginal community; it
brings to light the hidden roles of the Warmun Art Centre; it
contributes to the developing field of informal learning; it
reveals how people express agency in daily life; it unveils the
proprietorial relationship people have with objects; and finally,
it lays bare the purpose, use and interpretations of objects,
which has at times made Warmun residents, and their sites of
cultural production, tangential to the objects they make. The
research finds that Warrmarn people live their heritage rather
than curate their past.
Books on the topic "Visual learning Australia"
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A Time Traverler's Theory of Relativity. Carolrhoda Books, 2019.
Find full textBook chapters on the topic "Visual learning Australia"
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Paitz, Kendra, Judith Briggs, Kara Lomasney, and Adrielle Schneider. "Juan Angel Chávez's Winded Rainbow." In Advances in Media, Entertainment, and the Arts, 224–43. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1665-1.ch013.
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This chapter outlines the manner in which the work of Chicago-based artist Juan Angel Chávez was exhibited at a university art gallery and served as the platform for an educational outreach program that investigated issues of immigration, place, language, materiality, and environmental sustainability within a global culture. Working closely with both an Associate Professor of Art Education and the gallery's Senior Curator, two graduate teacher candidates in Art Education generated student-initiated learning experiences based on a model of curriculum creation developed and taught by visual arts educators in New South Wales (NSW), Australia. The curator and graduate students implemented a local arts grant that enabled groups from secondary schools and a homeschool program to tour the gallery's exhibition of Chávez's work, participate in workshops in their classrooms, and exhibit their own artwork at the gallery.
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Agostinho, Shirley, Barry Harper, Ron Oliver, John Hedberg, and Sandra Wills. "A Visual Learning Design Representation to facilitate dissemination and reuse of innovative pedagogical strategies in University Teaching." In Handbook of Visual Languages for Instructional Design, 380–93. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-729-4.ch019.
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This chapter describes a visual learning design representation devised in an Australian funded project that focused on identifying and describing innovative educational practices employing the use of information and communication technologies (ICT). Referred to as Learning Designs project (www.learningdesigns.uow.edu.au), the aim was to produce generic learning design resources and tools to help academics in higher education implement innovative ICT-based learning designs in their own teaching contexts. The chapter describes the Learning Designs project, details how and why the graphical learning design representation was created and provides an example to illustrate the visual formalism. How the authors have built on this work since the completion of the project is also discussed. The purpose of this chapter is to explain how this visual representation works so as to inform teachers and educational researchers of its potential to serve as a common language to describe learning designs.
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Rennie, Jennifer. "Rethinking Literacy in Culturally Diverse Classrooms." In Multiliteracies and Technology Enhanced Education, 83–99. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-673-0.ch006.
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Literate demands on our youth today have become increasingly more complex due to a technological revolution, increased local diversity and a stronger connectedness with our global neighbours (New London Group, 1996). Contemporary classrooms are characterised by a diverse range of learners that come from different places, with different life world experiences and preferred ways of learning and knowing. Texts are no longer confined to print and comprehending texts involves understanding how different modes such as the audio, visual and spatial integrate to make meaning. Despite this, schools continue to measure and describe student’s literacy in relation to their ability to encode and decode print. The recent Program for International Student Assessment results (OECD, 2006) show that Australia has dropped from 5th ranking to 6th in the world in terms of reading literacy. More disturbing is the fact that this assessment showed a continuing widening gap in academic achievement between Australia’s Indigenous and non Indigenous students with very little improvement since 2000. Similarly in the United States recent literacy results show that despite some gains in the achievements of minority groups, there has been little narrowing in the gap between white students and minority students (Lee, Grigg et al., 2007). This chapter adopts a socio-cultural view of literacy and calls for a rethinking of what might count as literacy in school. It reports on a study which documented the literacy practices valued in the home community, community school and urban high school of seven Aboriginal students as they moved from Year 7 in their community school to Year 8 in their new urban high school (Rennie, Wallace et al. 2004). It discusses theoretical ideas related to a multiliteracies framework (Cope & Kalantzis, 2000), literacy as an act of translation (Somerville, 2006) and Aboriginal world views and knowledge (Martin, 2008) as a means to explore ways we might rethink the teaching of literacy in diverse and culturally rich classrooms.
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Kong, Eric, and Mark Farrell. "A Preliminary Study of Neuro-Linguistic Programming in Nonprofit Organizations." In Quality Innovation, 189–205. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4769-5.ch009.
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Knowledge and learning capabilities assist organizations to become more innovative and adaptive as the capabilities help organizations to recognize and assimilate knowledge and apply it toward new ends. The development of the capabilities becomes critical if organizations are to become and remain competitive. Previous literature-based research suggests that Neuro-Linguistic Programming (NLP) helps to facilitate the development of knowledge and learning capabilities in organizations. NLP suggests that subjective experience is encoded in terms of three main representation systems namely: Visual, Auditory, and Kinesthetic (VAK). Based on 15 qualitative in-depth semi-structured interviews across 7 Australian nonprofit organizations, this chapter argues that NLP may be used as a key approach for nurturing organizational knowledge and learning capabilities for innovation in the knowledge economy. Examples are used in the chapter to illustrate the possible benefits of utilizing NLP in developing the capabilities for organizational innovativeness. Future research direction and limitations are also discussed.
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Humphreys, Melanie, Deborah J. Rosenorn-Lanng, and Luke Bracegirdle. "Using a Virtual Learning Environment within Simulation to Enhance Inter-Professional Team Working Skills." In Advances in Healthcare Information Systems and Administration, 41–46. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4546-2.ch004.
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This chapter details a collaborative teaching and learning evaluative project between Nursing and Midwifery, Pharmacy, and Medicine at Keele University to explore the development of team working skills (NOTECH) and debrief within an inter-professional active virtual learning environment (KAVE). The virtual ward and NOTECH training provided within the KAVE are thought to be the first of their kind within the UK. The project has recently been presented within Australia and Italy, and been very positively received. KAVE is a physical room where three-dimensional “stereoscopic” visuals display on three walls and the floor to create a computer-generated virtual environment. A student wears active 3D glasses and a lightweight head and hand-tracking device. The computer-generated visuals respond to position in the KAVE and allow the student to “pick up” and interact with digital objects such as care plans, prescription charts, observation charts, etc. The virtual ward is able to simulate observation and diagnostic skills training. ECG monitors' provide information regarding the status of each virtual patient within the ward. The virtual ward clinical simulation enabled the students to rehearse professional behaviours in a risk-free environment, whilst providing opportunities for non-technical skills practice prior to real-world patient encounters. Early evaluations received from students have been very positive.
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Beale, Russell, and Andy Pryke. "Knowledge Through Evolution." In E-Learning Methodologies and Computer Applications in Archaeology, 311–24. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-759-1.ch018.
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This chapter argues that a knowledge discovery system should be interactive, should utilise the best in artificial intelligence (AI), evolutionary, and statistical techniques in deriving results, but should be able to trade accuracy for understanding. Further, it needs to provide a means for users to indicate what exactly constitutes “interesting”, as well as understanding suggestions output by the computer. One such system is Haiku, which combines interactive 3D dynamic visualization and genetic algorithm techniques, and enables users to visually explore features and evaluate explanations generated by the system. Three case studies are described which illustrate the effectiveness of the Haiku system, these being Australian credit card data, Boston area housing data, and company telecommunications network call patterns. We conclude that a combination of intuitive and knowledge-driven exploration, together with conventional machine learning algorithms, offers a much richer environment, which in turn can lead to a deeper understanding of the domain under study.
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Beale, Russell, and Andy Pryke. "Knowledge Through Evolution." In Computational Intelligence and its Applications, 234–50. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-827-7.ch008.
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This chapter argues that a knowledge discovery system should be interactive, should utilise the best in artificial intelligence (AI), evolutionary, and statistical techniques in deriving results, but should be able to trade accuracy for understanding. Further, it needs to provide a means for users to indicate what exactly constitutes “interesting”, as well as understanding suggestions output by the computer. One such system is Haiku, which combines interactive 3D dynamic visualization and genetic algorithm techniques, and enables users to visually explore features and evaluate explanations generated by the system. Three case studies are described which illustrate the effectiveness of the Haiku system, these being Australian credit card data, Boston area housing data, and company telecommunications network call patterns. We conclude that a combination of intuitive and knowledge-driven exploration, together with conventional machine learning algorithms, offers a much richer environment, which in turn can lead to a deeper understanding of the domain under study.
Conference papers on the topic "Visual learning Australia"
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Szapiro, Deborah, Cat Kutay, Jaime Garcia, William Raffe, and Richard Green. "Learning on Country A Game-Based Experience of an Australian Aboriginal Language." In International Conference of Innovation in Media and Visual Design (IMDES 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201202.054.
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Yasumuro, Yoshihiro, Masataka Imura, Yoshitsugu Manabe, and Kunihiro Chihara. "Interactive Visual Guide System for Learning Manual Work." In 9th Biennial Conference of the Australian Pattern Recognition Society on Digital Image Computing Techniques and Applications (DICTA 2007). IEEE, 2007. http://dx.doi.org/10.1109/dicta.2007.4426773.
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Maras, Karen. "This time without ‘feeling’: Children’s intuitive theories of art as a logical basis for learning progression in visual arts." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_3.
Full textAbstract:
Learning in Visual Arts has traditionally been framed as an experiential process in which feeling and intuition complement the development of aesthetic knowledge. However, while art can be about feelings and processes that develop students’ expressive capacities, the complexity of art understanding and thinking extends beyond this narrow common-sense assumption. I argue that this assumption, which is represented in the Australian Curriculum: The Arts (ACARA, 2015), and even more firmly resonates in recent proposals for the revision of this curriculum (ACARA, 2021), obfuscates the conceptual and theoretical bases on which students make progress in art understanding. This paper examines the proposition that art understanding emerges progressively and can be described in conceptual terms, the basis of which can be identified in empirical research on the emergence of children’s intuitive theories of art. This paper examines how selected studies articulate the cognitive grounds on which students’ ontologies of art and epistemological beliefs are represented in their reasoning about art over time. It is argued that an empirically supported conception of learning anchored in students’ cognitive development in art that recognises the theoretical commitments underscoring their conceptual and practical reasoning in visual arts practices K–12 provides a logical basis for articulating progression in the subject.
Reports on the topic "Visual learning Australia"
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Mahat, Marian, and Wesley Imms. A Day in the Life of a Student: Facilitator Guide. University of Melbourne, 2020. http://dx.doi.org/10.46580/124325.
Full textAbstract:
A Day in the Life of a Student workshop is a design thinking workshop developed by DLR Group (an integrated design firm) and adapted by the Innovative Learning Environment and Teacher Change project at the University of Melbourne, Australia. The activities involve educators mapping out how one student spends his/her day in school and building a model of the learning environment based on this one student. With an emphasis on the visual learning that comes from modelling experiences, this workshop helps participants develop student-improvement focused practices in innovative learning environments.