Advancements in computer technology have enabled three-dimensional (3d) reconstruction, data-stitching, and manipulation of 3ddata obtained on X-ray imaging systems such as micro-computed tomography (mu-CT). Likewise...
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Advancements in computer technology have enabled three-dimensional (3d) reconstruction, data-stitching, and manipulation of 3ddata obtained on X-ray imaging systems such as micro-computed tomography (mu-CT). Likewise, intuitive evaluation of these 3ddatasets can be enhanced by recent advances in virtual reality (VR) hardware and software. Additionally, the generation, viewing, and manipulation of 3d X-ray diffraction datasets, such as pole figures employed for texture analysis, can also benefit from these advancedvisualization techniques. We present newly-developed protocols for porting 3ddata (as TIFF-stacks) into a Unity gaming software platform so that data may be toured, manipulated, and evaluated within a more-intuitive VR environment through the use of game-like controls and3d headsets. We demonstrate this capability by rendering mu-CT data of a polymer dogbone test bar at various stages of in situ mechanical strain. An additional experiment is presented showing 3d XRddata collected on an aluminum test block with vias. These 3d XRddata for texture analysis (chi, phi, 2 theta dimensions) enables the viewer to visually inspect 3d pole figures anddetect the presence or absence of in-plane residual macrostrain. These two examples serve to illustrate the benefits of this new methodology for multidimensional analysis.
The purpose of this research is to identify complex cultural dynamics in the instructional design process of a cross-sector, cross-border training environment by applying Young's (2009) Culture-Based Model (CBM) a...
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The purpose of this research is to identify complex cultural dynamics in the instructional design process of a cross-sector, cross-border training environment by applying Young's (2009) Culture-Based Model (CBM) as a theoretical framework and taxonomy for description of the instructional design process under the conditions of one case. This research uses the qualitative approach of case study and applies a cultural design framework to examine cultural interactions with the process of instructional design in a NASA/university consortium program to train employees of an education software company headquartered in India. The findings indicate that at least twenty-three distinguishable elements of culture interact with every component of the design process in the: 1) goals and funding decisions of the client;2) goals anddesign decisions of the design team;3) perceptions of the training program of all stakeholders;and 4) the observable outcomes of the training program. By empirically illuminating the pervasive presence of cultural interactions across the instructional design process, this study advocates for culture to be recognized as a construct of importance in our field anddemonstrates the powerful capabilities of using a comprehensive descriptive model as a lens for exploring cultural dynamics in the instructional design process.
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