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11,879 results for “participation”
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 2. An experiment with sunken up-draught kilns, carried out by Professor Dragoş Gheorghiu in Vădastra
<p>The second stage was represented by the physical reconstruction at real scale of a prehistoric house and of a corner of a Roman villa rustica, designed and coordinated by Professor Dragoş Gheorghiu. In these physical reconstructions video recordings and photo shoots were produced by specialist members of the project team, in order to be used later as augmentations in the AR application and for distribution by means of SNS. </p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 4. Augmented Reality with video movie and social media (a vertical loom in front of two reconstructed kilns and a wall of a Roman villa rustica)
<p>The third stage was represented by the 3D virtual reconstruction process of the historical contexts, in our case a prehistoric village and a complete Roman villa rustica, with the help of students from the Design Department, NUA, coordinated by Professor Arch. Andreea Hasnaş. The AR application was created and tested on two commercial AR platforms, Layar and Junaio, and recently moved on the Aurasma platform (https://www.aurasma.com/). The POIs were augmented with the 3D virtual reconstructions, and also with 2D images and videos representing 3D virtual tours and technological processes (Figures 3, 4, 5). The AR application was connected to teachers’ emails and to Twitter, Facebook and Google+ project’s pages. </p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 9.The educational blog on Google+ Time Maps page–the weaving techniques
<p>For this subject two video films were posted on Google+ (a performance and a 3D reconstruction), slightly different from those available on the Time Maps web site, but containing the same information. The children had to make a little effort to relate this information with the one presented on the site, to make a connection between the questions, the fragments from videos at which the answers referred to and the information from the site. The set of questionnaires lead the school children through the majority of data offered by the web site regarding to the two historical periods (Figures 9, 10).</p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 3. Augmented Reality with archaeological stratigraphy (a prehistoric house and a Roman villa reconstructed in 3D)
<p>The third stage was represented by the 3D virtual reconstruction process of the historical contexts, in our case a prehistoric village and a complete Roman villa rustica, with the help of students from the Design Department, NUA, coordinated by Professor Arch. Andreea Hasnaş. The AR application was created and tested on two commercial AR platforms, Layar and Junaio, and recently moved on the Aurasma platform (https://www.aurasma.com/). The POIs were augmented with the 3D virtual reconstructions, and also with 2D images and videos representing 3D virtual tours and technological processes (Figures 3, 4, 5). The AR application was connected to teachers’ emails and to Twitter, Facebook and Google+ project’s pages. </p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 15. Social media visits
<p>We also point out the following the advantages of Google+: - Google+ is a more user-friendly than other social environments and very suitable for use by school children than other blogging environments (e.g. Wordpress); thus it stimulated the play-like learning. - Google+ is more customizable than other social environments; - By allowing teachers to post questionnaires and to share images and videos or links to content on the Time Maps website, the Google+ page acted as an aggregator of information and a for scaffolding the learning process. After different stages of experimentation, we produced different statistical analysis of our results: concerning the most accessed social media. It indicated that Panoramio was the most visited (Figure 15)</p> <p>The statistics indicate that the different social networks had different levels of impact on the children and that in the future developments the focus should be on those more frequently accessed. </p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 8. Virtual social space on Google+
<p>For micro-blogging we hashtagged the main topic as #maps_of_time and created keywords related to three ancient technologies specific for the studied contexts (textiles, glass, ceramics) to facilitate a categorization of the topics and their retrieval. To achieve a unified and coherent platform, the personal spaces of the social networks were customized with logos and landing pages, designed by Associate Professor Marina Theodorescu (NUA). </p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 14. The survey as a public posting on Google+ Time Maps page
<p>During this experimentation phase a symposium was organized at Vădastra School with the purpose to present our learning experiment to a group of 30 teachers from the Olt County. An open history lesson on the Time Maps web site was held by a history teacher, and a school girl described the Facebook page of the Vădastra School (Figure13), maintained by both teachers and children. The invited teachers gave a feedback on the effectiveness and utility of the Time Maps learning system by responding to a questionnaire-based survey, which was posted on the Google+ page (Figure 14). </p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 10. The educational blog on Google+ Time Maps page – the glass manufacturing techniques
<p>For this subject two video films were posted on Google+ (a performance and a 3D<br> reconstruction), slightly different from those available on the Time Maps web site, but containing<br> the same information. The children had to make a little effort to relate this information with the one<br> presented on the site, to make a connection between the questions, the fragments from videos at<br> which the answers referred to and the information from the site.<br> The set of questionnaires lead the school children through the majority of data offered by the<br> web site regarding to the two historical periods (Figures 9, 10).</p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 5. Fiber artist Alexandra Rusu (NUA) working at a Roman vertical loom (video movie)
<p>The third stage was represented by the 3D virtual reconstruction process of the historical contexts, in our case a prehistoric village and a complete Roman villa rustica, with the help of students from the Design Department, NUA, coordinated by Professor Arch. Andreea Hasnaş. The AR application was created and tested on two commercial AR platforms, Layar and Junaio, and recently moved on the Aurasma platform (https://www.aurasma.com/). The POIs were augmented with the 3D virtual reconstructions, and also with 2D images and videos representing 3D virtual tours and technological processes (Figures 3, 4, 5). The AR application was connected to teachers’ emails and to Twitter, Facebook and Google+ project’s pages</p>
BRAIN Journal-Participative Teaching with Mobile Devices and Social Networks for K-12 Children-Figure 11. Children applying weaving techniques under the control of the staff from NUA Bucharest
<p>The information from a) and b) has been used by other colleagues in the local school and in the future will be used by other schools in the country or abroad. This represented the second educational level of the project, i.e. the analysis of the collected data. Information from c) was further analyzed by university teachers, filtered and added as an enhancement to the content of the AR platform. An example of user-created content are the movies made with smartphone cameras, recording the children2 while performing traditional crafts (Figures 11, 12). </p>
BRAIN Journal-Personality Questionnaires as a Basis for Improvement of University Courses in Applied Computer Science and Informatics-Figure 5. Hierarchical clustering by scores across the EPQ–R scales for data about all the participants
<p>The clusters were generated using an implementation of a hierarchical clustering algorithm available in the R environment (R, n.d.). The top three clusters were extracted from a hierarchical cluster tree shown in Figure 5, while the color of data points in the visualization shown in figure 4 was determined based on cluster labels. Hierarchical clusters could be used when investigating which students in the analyzed sample share similar personality traits. This could be especially useful for smaller student groups as the teacher may manually inspect the cluster tree and its leaves, which designate individual students. For instance, there are three students in cluster 3, who are represented within the tree in Figure 5 by identifiers 14, 22, and 24. The students with identifiers 14 and 22 are more closely linked and more similar to each other than to the student with identifier 24. </p>
BRAIN Journal-Personality Questionnaires as a Basis for Improvement of University Courses in Applied Computer Science and Informatics-Figure 4. Radial visualization of scores across the EPQ–R scales for clustered data about all the participants
<p>On the other hand, the division of data points by gender might not be the only useful strategy when visually inspecting the analyzed sample in a coordinate system. Numerous clustering algorithms may be used to determine which data points share similar scores across the EPQ–R scales, i.e., which data points belong to the same cluster of similar entities based on their corresponding EPQ–R scores. A radial visualization in which data points were organized into three clusters is given in Figure 4. Each cluster is marked by a different color: cluster 1 by red, cluster 2 by green, and cluster 3 by blue. </p>
BRAIN Journal-Personality Questionnaires as a Basis for Improvement of University Courses in Applied Computer Science and Informatics-Figure 3. Radial visualization of scores across the EPQ–R scales for the male and female participants
<p>The radial visualization in Figure 3 depicts each participating student as a dot whose color indicates the gender of the student, blue for male students (M) and red for female students (F). The position of a dot in the visualization is determined by the scores of the associated student on the four EPQ–R scales. The radial overview may provide a much clearer outline of clustering within the analyzed group. Although there are only five female students, they are concentrated in a relatively narrow area within the radial coordinate system</p>
Survey Results - Use of new technologies for citizen participation
<p>This survey took place in Münster, Germany between April 07, 2016 and April 17, 2016. The goal of the survey was collect citizens' perspectives about new technologies' role for citizen participation. The survey questions, as well as its results are provided in German. The datasets features both the raw data (i.e., all answers preprocessed to keep all participants anonymous), and the summary of the survey results.</p>
Success in Mobile and Ubiquitous Learning: Indicators of Effectiveness-Figure 4. Number of participants in the studies
<p>Figure 4 shows the number of participants in the studies, with the majority being on a small scale, having less than 100 participants (72%). Twenty percent of the studies involved over 100 but less than 1,000 participants, and only two cases included more than 1,000 participants (4%).</p>
E-participation survey in Portugal
<p>The data set is the result of an electronic questionnaire applied in the city of Cascais for the users of participatory budgeting. In total there are 210 valid responses. The questions are based on two theories: empowerment and UTAUT.</p>
E-participation adoption quantitative articles
<p>The data-set contains a list of articles that studied e-participation adoption from the quantitative perspective from year 2000 onwards. The list provide a set of data that includes these fields: year of publication, source, theory, independent Variable name, dependent variable name, beta values, Significant/Not Significant, R square, method, keywords, type of study, findings from Abstract / Conclusion, ICT platform, sample population, kind of population, country of study. Based on this data-set, this article was published: "E-participation adoption models research in the last 17 years: A weight and meta-analytical review"</p>
RAW DATA_O4C_Hackathon1_BCN POST-Hackathon 1_Participant Questionnaire_Anonymised
<p>O4C Barcelona pilot's questionnaire of participants before the first O4C hackathon, held from 17th to 19th September 2016. Anonymised Excel sheet of results. This provides an example of questions asked of hackathon participants in the O4C pilots after a hackathon.</p>
RAW DATA_O4C_Hackathon1_BCN PRE-Hackathon 1_Participant Questionnaire_Anonymised
<p>O4C Barcelona pilot's questionnaire of participants before the first O4C hackathon, held from 17th to 19th September 2016. Anonymised Excel sheet of results. This provides an example of questions asked of hackathon participants in the O4C pilots before a hackathon.</p>
Participant tracking dataset of Leviticus 17-26
<p>A repository of datasets created by Eep Talstra as part of his ongoing work with participant tracking of the Hebrew Bible. The repo is found at <a href="https://github.com/ch-jensen/Talstra-participant-tracking">https://github.com/ch-jensen/Talstra-participant-tracking</a>.</p>
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