Posts Tagged ‘education’

Technology can change education - September 10th, 2012

Gillian Hayes, assistant professor of informatics, kicked off the SURF-IT summer lecture series with a look at how technology can change the face of education, no matter the age or skill of the student. (citation: CalIT2 press release)

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Posted: 9/10/12 9:59 pm PST by Make the First Comment
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Bowker in U.S. News - April 3rd, 2012

Computers Today

Newly arrived Informatics Professor, Geoffrey Bowker makes bold statements in a recent U.S. News and World Report article:

“Yes, it absolutely should be,” says Geoffrey Bowker, professor of informatics at the University of California—Irvine. “All aspects of our personal lives and our work lives are affected by computers. We need to know about the tools that we’re working with.”

But, “Wait!” you say, “What should be? Why are our personal lives invoked? What tools?”

Read more here:

Computer Science Transitions From Elective to Requirement

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Posted: 4/3/12 9:22 pm PST by Make the First Comment
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Energy Causality Project is Funded - November 19th, 2011

Congrats to Bill Tomlinson and collaborators on receiving a $50,000 grant to support:

“300 students will work in interdisciplinary teams to learn about energy technologies, the environmental impacts of various energy systems, and how these systems relate to their own lives. Students will create causation relationships through on-line tool and create videos to look at their own actions, to explore the interactions and causal effects of behaviors and the energy supply chain.”

From Constellation Energy

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Posted: 11/19/11 11:09 pm PST by Make the First Comment
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T.A.C.O. Team photo set from UROP - May 19th, 2011

The Technology and Community Outreach (T.A.C.O.) team has been making the rounds recently. A recent appearance at the UROP symposium inspired blogging this Flickr set slideshow:


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Posted: 5/19/11 5:14 pm PST by Make the First Comment
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Disability Studies as a Source of Critical Inquiry for the Field of Assistive Technology - October 28th, 2010

Moleskins and Pens

Photo courtesy of paulworthington

Informatics faculty member Gillian Hayes and collaborators just received a SIGACCESS best paper award for a paper published in ASSETS 2010, the International ACM Conference on Conference on Computers and Accessibility, going on in Orlando, Florida. Their paper, “Disability Studies as a Source of Critical Inquiry for the Field of Assistive Technology” comes out of the research they’ve been doing on HCI for individuals with disabilities.

Abstract:
Disability studies and assistive technology are two related fields that have long shared common goals–understanding the experience of disability and identifying and addressing relevant issues. Despite these common goals, there are some important differences in what professionals in these fields consider problems, perhaps related to the lack of connection between the fields. To help bridge this gap, we review some of the key literature in disability studies. We present case studies of two research projects in assistive technology and discuss how the field of disability studies influenced that work, led us to identify new or different problems relevant to the field of assistive technology, and helped us to think in new ways about the research process and its impact on the experiences of individuals who live with disability. We also discuss how the field of disability studies has influenced our teaching and highlight some of the key publications and publication venues from which our community may want to draw more deeply in the future.

Congratulations Gillian!

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Posted: 10/28/10 12:57 am PST by Make the First Comment
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Technology Helps Teach Kids with Autism - October 27th, 2010

Promo video that was filmed based on Gillian’s work:
“UC Irvine informatics assistant professor Gillian Hayes designs computer devices to aid instruction, record-keeping. Video courtesy of Information and Computer Sciences, UC Irvine.
More here

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Posted: 10/27/10 5:35 pm PST by Make the First Comment
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Acceptable Use in the Age of Connected Youth - June 8th, 2010

Moleskins and Pens

Photo courtesy of paulworthington

Congratulations to Informatics Graduate Student Meg Cramer and Informatics Faculty Member Gillian R. Hayes on having their paper,
‘Acceptable Use in the Age of Connected Youth: How Risks, Policies, and Promises of the Future Impact Student Access to Mobile Phones and Social Media in Schools’ accepted to IEEE Pervasive Computing.

Abstract: “To fully engage pervasive computing technologies and youth as a significant area of inquiry, we must ask why mobile devices and social media applications that support educational learning objectives are much less pervasive in the classroom than in other parts of youth life. First, we discuss the potential mobile devices and social media have for learning, both from an individual skills and socialization perspective. Then we turn to the development of Acceptable Use Policies, which dictate the prescribed use of mobile devices on school campuses as a response to the risks schools face in dealing with disruptive or harmful speech. We describe some perceived risks and observed problems for educators with regard to youth online that characterize the attitudes toward pervasive technologies in formal learning settings. Finally, we close with some discussion of the way forward, toward a greater understanding of the youth experience with pervasive computing technologies and greater access to these systems and applications within the formal schooling context.”

Get a copy here

Congratulations Meg and Gillian!

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Posted: 6/8/10 11:50 pm PST by Make the First Comment
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Interactive Visual Supports for Children with Autism - May 27th, 2010

Moleskins and Pens

Photo courtesy of paulworthington

Congratulations to Informatics faculty member Gillian Hayes and Informatics grad students Sen Hirano, Gabriela Marcu, Mohamad Monibi, David H. Nguyen, and Michael Yeganyan on having their paper, ‘Interactive Visual Supports for Children with Autism‘ accepted to Personal and Ubiquitous Computing Journal.

“Interventions to support children with autism often include the use of visual supports, which are cognitive tools to enable learning and the production of language. Although visual supports are effective in helping to diminish many of the challenges of autism, they are difficult and time-consuming to create, distribute, and use. In this paper, we present the results of a qualitative study focused on uncovering design guidelines for interactive visual supports that would address the many challenges inherent to current tools and practices. We present three prototype systems that address these design challenges with the use of large group displays, mobile personal devices, and personal recording technologies. We also describe the interventions associated with these prototypes along with the results from two focus group discussions around the interventions. We present further design guidance for visual supports and discuss tensions inherent to their design.”

Get a copy of this paper here: http://www.springerlink.com/content/106503/

Congratulations Gillian, Sen, Gabriela, Mo, David and Michael!

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Posted: 5/27/10 6:00 am PST by Add Your Comment
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Computational Metaphor Identification to Foster Critical Thinking and Creativity - June 15th, 2009

Flickr Image
Photo courtesy of eye2eye

Congratulations to Eric Baumer on successfully defending his Ph.D. thesis “Computational Metaphor Identification to Foster Critical Thinking and Creativity”

Committee:
Bill Tomlinson (Chair)
Lindsey Richland
Paul Dourish

The world’s longest abstract (verging on becoming a “concrete”)

Metaphor, the partial framing of a target concept in terms of a source
concept, permeates human thought and action. Metaphors often manifest
themselves as linguistic patterns in which language associated with a
source concept is used to describe a target concept. Any given metaphor
highlights some aspects of a concept while simultaneously downplaying
others. Novel metaphors can provide creative reframings of familiar
concepts by highlighting those aspects hidden by more common metaphors.
However, due to their ubiquity, conceptual metaphors can be difficult to
examine critically, if we can even notice them in the first place.

To address such difficulties, this dissertation develops computational
metaphor identification (CMI), which identifies potential conceptual
metaphors in written text. CMI maps selectional preferences of
relatively frequent nouns in a source corpus to those in a target
corpus. Such mappings indicate potential metaphors from concepts in the
source corpus to those in the target. CMI can be used to draw attention
to potential conceptual metaphors that might otherwise go unnoticed,
making those metaphors available for critical and creative examination.
For example, what might a given metaphor highlight, what might it hide,
and what alternative metaphors might frame the situation differently? In
this way, CMI is designed not as a type of computational reasoning, but
as a means of facilitating human reasoning.

To evaluate its capacity to foster critical thinking and creativity,
computational metaphor identification was incorporated into an
educational module about cell biology, which was used to perform an
experimental study in a 7th grade classroom. Students’ answers to
written questions about the cell were analyzed using CMI, and potential
metaphors were presented back to students. The results demonstrate that
the use of CMI effectively fostered both critical thinking about
metaphors and creative generation of alternative metaphors. These
results also speak to the varying roles of surface and structural
similarity in metaphorical reasoning, as well as the relationship
between noticing similarities and noticing differences when thinking
about metaphors. This evaluation not only demonstrates CMI’s usefulness
in educational contexts, but it also carries broader implications for
exploring the relationship between computation and human thought.

Congrats Dr. Eric!!

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Posted: 6/15/09 12:00 pm PST by Make the First Comment
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LUCI Labbers to be inducted in Phi Beta Kappa - May 18th, 2009

Congratulations to Aurora Bedford, Sam Kaufman, and Gabriela Marcu who have all been invited to join Phi Beta Kappa this year.

About Phi Beta Kappa (from the Phi Beta Kappa website):
The Nation’s Oldest and Most Widely Known Academic Honor Society

Five students at the College of William and Mary founded Phi Beta Kappa in 1776, during the American Revolution. For over two and a quarter centuries, the Society has embraced the principles of freedom of inquiry and liberty of thought and expression. Laptops have replaced quill pens, but these ideas, symbolized on Phi Beta Kappa’s distinctive gold key, still lay the foundations of personal freedom, scientific inquiry, liberty of conscience and creative endeavor.
Phi Beta Kappa celebrates and advocates excellence in the liberal arts and sciences. Its campus chapters invite for induction the most outstanding arts and sciences students at America’s leading colleges and universities. The Society sponsors activities to advance these studies — the humanities, the social sciences, and the natural sciences — in higher education and in society at large.

Only about 10 percent of the nation’s institutions of higher learning have Phi Beta Kappa chapters.

Only about 10 percent of the arts and sciences graduates of these distinguished institutions are selected for Phi Beta Kappa membership.

The ideal Phi Beta Kappan has demonstrated intellectual integrity, tolerance for other views, and a broad range of academic interests. Each year, about one college senior in a hundred, nationwide, is invited to join Phi Beta Kappa.
Membership in Phi Beta Kappa shows commitment to the liberal arts and sciences, and to freedom of inquiry and expression — and it provides a competitive edge in the marketplace. Potential employers regularly contact the national office of Phi Beta Kappa to confirm the membership of job seekers who have listed Phi Beta Kappa among their credentials.

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Posted: 5/18/09 9:48 pm PST by Make the First Comment
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