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arXiv 2018年

作者： Binder, Alexander Bockmayr, Michael Hägele, Miriam Wienert, Stephan Heim, Daniel Hellweg, Katharina Stenzinger, Albrecht Parlow, Laura Budczies, Jan Goeppert, Benjamin Treue, Denise Kotani, Manato Ishii, Masaru Dietel, Manfred Hocke, Andreas Denkert, Carsten Müller, Klaus-Robert Klauschen, Frederick Machine-Learning Group Department of Software Engineering and Theoretical Computer Science Technical University of Berlin Marchstr. 23 Berlin10587 Germany Systems Pathology Lab Institute of Pathology Charité University Hospital Charitéplatz 1 Berlin10117 Germany Department of Internal Medicine Infectious Diseases and Pulmology Charitéplatz 1 Berlin10117 Germany Institute of Pathology University of Heidelberg Im Neuenheimer Feld 224 Heidelberg Germany Laboratory of Cellular Dynamics Immunology Frontier Research Center Osaka University 2-2 Yamada-oka Suita Osaka565-0871 Japan ISTD Pillar Singapore University of Technology and Design 8 Somapah Road Singapore487372 Singapore Charité Berlin Charitéplatz 1 Berlin10117 Germany Department of Brain and Cognitive Engineering Korea University 145 Anam-ro Seongbukgu Seoul136-713 Korea Republic of Max-Planck-Institute for Informatics Saarbrücken Germany Department of Pediatric Hematology and Oncology University Medical Center Hamburg-Eppendorf Hamburg Germany

Recent advances in cancer research largely rely on new developments in microscopic or molecular profiling techniques offering high level of detail with respect to either spatial or molecular features, but usually not both. Here, we present a novel machine learning-based computational approach that allows for the identification of morphological tissue features and the prediction of molecular properties from breast cancer imaging data. This integration of microanatomic information of tumors with complex molecular profiling data, including protein or gene expression, copy number variation, gene methylation and somatic mutations, provides a novel means to computationally score molecular markers with respect to their relevance to cancer and their spatial associations within the tumor microenvironment. Copyright © 2018, The Authors. All rights reserved.

关键词： Fluorescence microscopy

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Redesigning computer engineering gateway courses using a novel remediation hierarchy 123

Redesigning computer engineering gateway courses using a nov...

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123rd ASEE Annual Conference and Exposition

作者： De Mara, Ronald F. Khoshavi, Navid Pyle, Steven Edison, John Hartshorne, Richard Chen, Baiyun Georgiopoulos, Michael Department of Electrical and Computer Engineering University of Central Florida OrlandoFL32816-2362 United States Instructional Design and Technology Program University of Central Florida OrlandoFL32816-2362 United States Center for Distributed Learning University of Central Florida OrlandoFL32816-2362 United States College of Engineering and Computer Science University of Central Florida OrlandoFL32816-2362 United States

Focusing on the quality of education, skills, and employability of our graduates in computing-related fields, this work proposes a cost-effective approach to achieve these goals. The Evaluation and Proficiency Infrastructure, Curricula, and Services (EPICS) extends successful methods in other units on campus in an innovative way as synergistic combination of faculty, Graduate Teaching Assistants (GTAs), and educational technology using the Canvas Webcourses learning Management System (LMS) already in use at our college. We integrate computer-based evaluation with a close-knit review and learning cycle based on directed and open tutoring to collectively form the Evaluation and Proficiency center (EPC). Initial results have been encouraging, as students' test scores and survey results indicate a 43% reduction in D or F grades compared to a section of the same course with the same instructor, using conventional delivery, and overwhelmingly positive responses from students regarding the effectiveness of pedagogical strategies (i.e., Exemplar Vignettes, content tutoring), assessment models (i.e., electronically delivered quizzes, flexible scheduling, use of testing center), and tutoring strategies (i.e., self-paced, exam results review). In this manuscript, the EPICS process, as well as results collected from student performance and perceptions of the initial implementation, will be addressed. © American Society for Engineering Education, 2016.

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Teaching in the Age of Covid-19

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Postdigital Science and Education 2020年第3期2卷 1069-1230页

作者： Jandrić, Petar Hayes, David Truelove, Ian Levinson, Paul Mayo, Peter Ryberg, Thomas Monzó, Lilia D. Allen, Quaylan Stewart, Paul Alexander Carr, Paul R. Jackson, Liz Bridges, Susan Escaño, Carlos Grauslund, Dennis Mañero, Julia Lukoko, Happiness Onesmo Bryant, Peter Fuentes-Martinez, Ana Gibbons, Andrew Sturm, Sean Rose, Jennifer Chuma, Mohamed Muhibu Biličić, Eva Pfohl, Sarah Gustafsson, Ulrika Arantes, Janine Aldous Ford, Derek R. Kihwele, Jimmy Ezekiel Mozelius, Peter Suoranta, Juha Jurjević, Lucija Jurčević, Matija Steketee, Anne Irwin, Jones White, E. Jayne Davidsen, Jacob Jaldemark, Jimmy Abegglen, Sandra Burns, Tom Sinfield, Sandra Kirylo, James D. Kokić, Ivana Batarelo Stewart, Georgina Tuari Rikowski, Glenn Christensen, Line Lisberg Arndt, Sonja Pyyhtinen, Olli Reitz, Charles Lodahl, Mikkel Humble, Niklas Buchanan, Rachel Forster, Daniella J. Kishore, Pallavi Ozoliņš, Jānis John Sharma, Navreeti Urvashi, Shreya Nejad, Harry G. Hood, Nina Tesar, Marek Wang, Yang Wright, Jake Brown, James Benedict Prinsloo, Paul Kaur, Kulpreet Mukherjee, Mousumi Novak, Rene Shukla, Richa Hollings, Stephanie Konnerup, Ulla Mallya, Madhav Olorundare, Anthony Achieng-Evensen, Charlotte Philip, Abey P Hazzan, Moses Kayode Stockbridge, Kevin Komolafe, Blessing Funmi Bolanle, Ogunyemi Folasade Hogan, Michael Redder, Bridgette Sattarzadeh, Sahar D. Jopling, Michael SooHoo, Suzanne Devine, Nesta Hayes, Sarah Zagreb University of Applied Sciences Zagreb Croatia Education Observatory University of Wolverhampton Wolverhampton UK Further Education Worcester UK Leeds Beckett University Leeds UK Fordham University New York City USA University of Malta Msida Malta Depatment of Communication and Psychology Aalborg University Aalborg Denmark Attallah College of Educational Studies Chapman University Orange USA MIMA School of Art and Design Teesside University Middlesbrough UK Département des sciences d l’éducation Université du Québec en Outaouais Québec Canada The University of Hong Kong Hong Kong China University of Seville Seville Spain University College of Northern Denmark Aalborg Denmark Higher Education & Student Affairs Beijing Normal University Beijing China University of Sydney Sydney Australia Katedralskolan (Lund) Lund Sweden University West Trollhättan Sweden School of Education Auckland University of Technology Auckland New Zealand Faculty of Education and Social Work University of Auckland Auckland New Zealand School of Social Science Education and Social Work Queen’s University Belfast Belfast United Kingdom Faculty of Education Beijing Normal University Beijing China Department of Art & Design University of Indianapolis Indianapolis USA Department of Applied Educational Science Umeå University Umeå Sweden University of Newcastle Callaghan Australia Victoria University Melbourne Australia DePauw University Greencastle USA Department of Education Mzumbe University Morogoro Tanzania Mid Sweden University Östersund Sweden Faculty of Social Sciences Tampere University Tampere Finland School of Human Development Institute of Education Dublin City University Dublin Republic of Ireland RMIT Melbourne Australia Aalborg University Aalborg Denmark Department of Education Mid Sweden University Sundsvall Sweden School of Architecture Planning and Landscape University of Calgary Calgary Canada Centre for Professional and Educational Dev

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Social and moral psychology of COVID-19 across 69 countries

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Scientific data 2023年第1期10卷 272页

作者： Flavio Azevedo Tomislav Pavlović Gabriel G Rêgo F Ceren Ay Biljana Gjoneska Tom W Etienne Robert M Ross Philipp Schönegger Julián C Riaño-Moreno Aleksandra Cichocka Valerio Capraro Luca Cian Chiara Longoni Ho Fai Chan Jay J Van Bavel Hallgeir Sjåstad John B Nezlek Mark Alfano Michele J Gelfand Michèle D Birtel Aleksandra Cislak Patricia L Lockwood Koen Abts Elena Agadullina John Jamir Benzon Aruta Sahba Nomvula Besharati Alexander Bor Becky L Choma Charles David Crabtree William A Cunningham Koustav De Waqas Ejaz Christian T Elbaek Andrej Findor Daniel Flichtentrei Renata Franc June Gruber Estrella Gualda Yusaku Horiuchi Toan Luu Duc Huynh Agustin Ibanez Mostak Ahamed Imran Jacob Israelashvili Katarzyna Jasko Jaroslaw Kantorowicz Elena Kantorowicz-Reznichenko André Krouwel Michael Laakasuo Claus Lamm Caroline Leygue Ming-Jen Lin Mohammad Sabbir Mansoor Antoine Marie Lewend Mayiwar Honorata Mazepus Cillian McHugh John Paul Minda Panagiotis Mitkidis Andreas Olsson Tobias Otterbring Dominic J Packer Anat Perry Michael Bang Petersen Arathy Puthillam Tobias Rothmund Hernando Santamaría-García Petra C Schmid Drozdstoy Stoyanov Shruti Tewari Bojan Todosijević Manos Tsakiris Hans H Tung Radu G Umbres Edmunds Vanags Madalina Vlasceanu Andrew Vonasch Meltem Yucel Yucheng Zhang Mohcine Abad Eli Adler Narin Akrawi Hamza Alaoui Mdarhri Hanane Amara David M Amodio Benedict G Antazo Matthew Apps Mouhamadou Hady Ba Sergio Barbosa Brock Bastian Anton Berg Maria P Bernal-Zárate Michael Bernstein Michał Białek Ennio Bilancini Natalia Bogatyreva Leonardo Boncinelli Jonathan E Booth Sylvie Borau Ondrej Buchel C Daryl Cameron Chrissie F Carvalho Tatiana Celadin Chiara Cerami Hom Nath Chalise Xiaojun Cheng Kate Cockcroft Jane Conway Mateo Andres Córdoba-Delgado Chiara Crespi Marie Crouzevialle Jo Cutler Marzena Cypryańska Justyna Dabrowska Michael A Daniels Victoria H Davis Pamala N Dayley Sylvain Delouvée Ognjan Denkovski Guillaume Dezecache Nathan A Dhaliwal Alelie B Diato Roberto Di Paolo Marianna Drosinou Uwe Dulleck Jānis Ekmanis Department of Psychology University of Cambridge Cambridge England. fa441@cam.ac.uk. Institute of Communication Science Friedrich-Schiller University Jena Jena Germany. fa441@cam.ac.uk. Institute of Social Sciences Ivo Pilar Zagreb Croatia. Social and Cognitive Neuroscience Laboratory Mackenzie Presbyterian University São Paulo Brazil. Department of Economics Norwegian School of Economics Bergen Norway. Telenor Research Oslo Norway. Macedonian Academy of Sciences and Arts Skopje Republic of North Macedonia. Kieskompas - Election Compass Amsterdam Netherlands. Department of Political Science & Annenberg School for Communication University of Pennsylvania Philadelphia PA USA. Department of Psychology Macquarie University Sydney NSW Australia. Department of Philosophy University of St Andrews St Andrews Scotland. School of Economics and Finance University of St Andrews St Andrews Scotland. Medicine Faculty Cooperative University of Colombia Villavicencio Colombia. Department of Bioethics El Bosque University Bogotá Colombia. School of Psychology University of Kent Canterbury England. Department of Economics Middlesex University London London England. Darden School of Business University of Virginia Charlottesville VA USA. Questrom School of Business Boston University Boston MA USA. School of Economics and Finance Queensland University of Technology Brisbane QLD Australia. Center for Behavioural Economics Society and Technology Queensland University of Technology Brisbane QLD Australia. Department of Psychology and Neural Science New York University New York NY USA. Department of Strategy and Management Norwegian School of Economics Bergen Norway. SWPS University of Social Sciences and Humanities Warsaw Poland. Department of Psychological Sciences College of William and Mary Williamsburg VA USA. Department of Philosophy Macquarie University Sydney NSW Australia. Stanford Graduate School of Business Stanford University Stanford CA USA.

The COVID-19 pandemic has affected all domains of human life, including the economic and social fabric of societies. One of the central strategies for managing public health throughout the pandemic has been through persuasive messaging and collective behaviour change. To help scholars better understand the social and moral psychology behind public health behaviour, we present a dataset comprising of 51,404 individuals from 69 countries. This dataset was collected for the International Collaboration on Social & Moral Psychology of COVID-19 project (ICSMP COVID-19). This social science survey invited participants around the world to complete a series of moral and psychological measures and public health attitudes about COVID-19 during an early phase of the COVID-19 pandemic (between April and June 2020). The survey included seven broad categories of questions: COVID-19 beliefs and compliance behaviours; identity and social attitudes; ideology; health and well-being; moral beliefs and motivation; personality traits; and demographic variables. We report both raw and cleaned data, along with all survey materials, data visualisations, and psychometric evaluations of key variables.

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Preface

Proceedings of the 11th European Conference on Games Based L...

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Proceedings of the 11th European Conference on Games Based learning, ECGBL 2017 2017年 viii-x页

作者： Pivec, Maja Gründler, Josef Admiraal, Wilfried Alemi, Minoo All, Anissa Almeida, Ana Amresh, Ashish Arnab, Sylvester Ask, Kristine Avouris, Nikolaos Awwal, Nafisa Hauge, Jannicke Baalsrud Badau, Dana Barata, Ana Barendregt, Wolmet Basaiawmoit, Rajiv Bellotti, Francesco Blanchfield, Peter Borit, Melania Boskic, Natasha Boyle, Liz Brady, Mairead Bratitsis, Tharrenos Brinch, Sara Brom, Cyril Brooks, Anthony Brown, David Brox, Ellen Busch, Carsten Caldeira, Carlos Callies, Sophie Cardoso, Tiago Carron, Thibault Casimir, Rommert De Castro, António Vieira Chang, Maiga Charalambis, Dimitris Charles, Darryl Charlier, Nathalie Chee, Yam San Chen, Ming-Puu Chiarello, Fabio Connolly, Thomas Crockett, Larry Darwish, Tamer Sigurdardottir, Helga Deliyannis, Ioannis Demirbilek, Muhammet Sigurdardottir, Helga Dis Duin, Heiko Dyer, Ronald Edgar, David Ejsing-Duun, Stine Escudeiro, Paula Felicia, Patrick Fesakis, Georgios Figueira, Ana Paula Fotaris, Panagiotis Fujimoto, Toru George, Sebastien Georgiadis, Panagiotis Gerodetti, Natalia Giannakoulopoulos, Andreas Gjedde, Lisa Goebel, Stefan Gomez-Martin, Pedro Pablo Gouscos, Dimitris Grigoriadou, Maria Guralnick, David Guttormsgaard, Vibeke Habgood, Jacob Hainey, O. Hanghoj, Thorkild Hawlitschek, Anja Hemben, Terseer Hlavacs, Helmut Hommedal, Silje Hole Hollins, Paul Idrus, Rozhan Wang, Alf Inge Ismail, Marina Jans, Ruben Juzeleniene, Saule Kalavassis, Fragiskos Kalogiannakis, Michail Karakostas, Anastasios Katzlinger-Felhofer, Elisabeth Ketamo, Harri Ketelhut, Diane Jass Kickmeier-Rust, Michael Kiili, Kristian Koeppen, Veit Kolås, Line Kordaki, Maria Korkut, Safak Kourti, Evangelia Li, Ken Lukosch, Heide MaCleod, Hamish Magnussen, Rikke Majgaard, Gunver Marchetti, Emanuela Marques, Bertil Marty, Jean-Charles Marzantowicz, Lukasz Mehm, Florian Meimaris, Michail Michel, Christine Moffat, David Montero-Fleta, Begoña Moseley, Alexander Mota, Dulce Mozelius, Peter Nadolski, Rob Nelson, Brian Neville, Karen Ng, Annie W.Y. Nixon, Darren Nocchi, Susanna Broin, Daire O. O'Mullane, John Skev Leiden University Leiden Netherlands Sharif University of Technology Iran IMinds-MICT-Ghent University Belgi Belgium Universidade de Coimbra Portugal Arizona State University United States Coventry University United Kingdom Norway University of Patras Greece University of Melbourne Australia Bremer Institut for Produktion und Logistik Germany University of Medicine and Pharmacy of Targu Mures Romania Portugal Gothenburg University Department of Applied IT Sweden Aarhus University Denmark University of Genoa Italy School of Computer Science University of Nottingham United Kingdom UiT - The Arctic Univeristy of Norway University of Troms Norway University of British Columbia Canada Univesity of the West of Scotland United Kingdom Open University of Cyprus Greece ESCP Europe France Trinity College Dublin Ireland University of Western Macedonia Greece KDU University College Malaysia Charles University Prague Czech Republic Aalborg University Denmark Nottingham Trent University United Kingdom Nord-Trøndelag University College Steinkjer Norway University of Applied Sciences HTW-Berlin Germany University of Evora Portugal UQAM Canada Universidade Nova de Lisboa Portugal LIP6 - Paris Université de Savoie France Tilburg University Netherlands Open University of the Natherlands Nederland United States Athabasca University Canada University of Athens Greece University of Ulster United Kingdom Catholic University of Leuven Belgium Nanyang Technological University Singapore Singapore National Taiwan Normal University Taiwan Italy University of West of Scotland United Kingdom Augsburg College United States Brunel University United Kingdom Ionian University Greece Suleyman Demirel University Turkey Glamorgan University United Kingdom BIBA - Bremer Institut for Produktion und Logistik GmbH Germany Managment School University of Liverpool United Kingdom Glasgow Caledonian University United Kingdom Aalborg Univ. Copenhagen Denmark Portugal Waterford Institute of

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The effects of display fidelity, visual complexity, and task scope on spatial understanding of 3D graphs

The effects of display fidelity, visual complexity, and task...

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39th Graphics Interface Conference, GI 2013

作者： Bacim, Felipe Ragan, Eric Scerbo, Siroberto Polys, Nicholas F. Setareh, Mehdi Jones, Brett D. Center for Human-Computer Interaction Virginia Tech United States School of Architecture and Design Virginia Tech United States Department of Learning Sciences and Technologies Virginia Tech United States

ISBN: (纸本)9781482216806

Immersive display features can improve performance for tasks involving 3D, but determining which types of spatial analysis tasks are affected by immersive display features for different applications is not simple. This research adds to the knowledge of how the level of display fidelity (i.e., the realism provided by the display output) affects task performance for a variety of 3D spatial understanding tasks. In this study, we control visual display fidelity with the combination of stereoscopy, head-based rendering, and display area and study performance analysis of 3D graphs. Through a controlled study, we evaluated the relationship among display fidelity, visual complexity, task scope, and a user's personal spatial ability. Over a variety of task types, our results show significantly better overall task performance with higher display fidelity. We also found that visual complexity and task scope affect speed, with higher levels of either type of complexity leading to slower performance. These results show the importance of considering multiple factors when calculating the overall difficulty and complexity of a spatial task, and they suggest that visual clutter makes a greater impact on speed than correctness. Further, the study of different task types suggest enhanced virtual reality displays offer more benefits for spatial search and fine-grained component distinction, but may provide little gain than for sense of scale or size comparison. Copyright held by authors.

关键词： Stereo image processing

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From renaissance scholars to renaissance communities: learning and education in the 21st century

From renaissance scholars to renaissance communities: Learni...

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International Symposium on Collaborative Technologies and Systems

作者： Gerhard Fischer Department of Computer Science and Institute of Cognitive Science Center for LifeLong Learning and Design Boulder CO USA

ISBN: (纸本)9781467364034

The understanding, framing, and support of learning, working, communicating, and collaborating is media-dependent: tools, materials, and social arrangements have always been involved in defining and conceptualizing these activities. Historically the emphasis has been to educate and support individual “Renaissance scholars”. In today's world, most of the significant problems are systemic problems that transcend not only the individual human mind but cannot be addressed by any one specialty discipline. To cope with these problems requires not only “Renaissance Scholars” but “Renaissance Communities” in which stakeholders coming from different disciplines can collaborate. Our research at the center for Lifelong learning & design (L3D) over the past two decades has been focused on creating a new understanding of learning, new media, and new learning organizations. Our co-evolutionary perspective explores the dialectical relationship between: (1) how a deep understanding of learning creates innovative demands and design criteria for future generations of social-technical environments; (2) how the unique potential of computational media impacts and transforms learning by transcending "giftwrapping" and “technology-centered” approaches; and (3) how new learning organizations contribute to reconceptualizing and reinventing learning and education in the 21st century. The conceptual framework is illustrated by specific developments of social-technical environments that we have designed and evaluated including: collaborative, domain-oriented design environments, environments created by mass collaboration, and courses-as-seeds.

关键词： Communities Collaboration Organizations Educational institutions Media Context

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The Effects of Display Fidelity, Visual Complexity, and Task Scope on Spatial Understanding of 3D Graphs 13

The Effects of Display Fidelity, Visual Complexity, and Task...

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Graphics Interface Conference

作者： Felipe Bacim Eric Ragan Siroberto Scerbo Nicholas F. Polys Mehdi Setareh Brett D. Jones Center for Human-Computer Interaction Virginia Tech School of Architecture and Design Virginia Tech Department of Learning Sciences and Technologies Virginia Tech

ISBN: (纸本)9781482216806

关键词： Spatial understanding Benefits of immersion Display fidelity Virtual reality virtual reality task performance Fidelity Display Space Visualization astronautical mission Religious Missions Complexity Realism

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Expanding the knowing capability of software developers through knowledge collaboration

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International Journal of Technology, Policy and Management 2008年第1期8卷 41-58页

作者： Ye, Yunwen Yamamoto, Yasuhiro Nakakoji, Kumiyo SRA Key Technology Laboratory Inc. 3-12 Yotsuya Shinjuku Tokyo 160-0004 Japan Center for LifeLong Learning and Design Department of Computer Science University of Colorado Boulder CO 80309-0430 United States Research Center for Advanced Science and Technology University of Tokyo 4-6-1 Komaba Meguro Tokyo 153-8904 Japan SRA Key Technology Laboratory Inc. Japan University of Colorado Bouldr United States University of Tokyo Laboratory RCAST University of Tokyo

Because software development is a knowledge-intensive process, the support of software developers presents two equally important challenges: the establishment of a rigorous and quantifiable foundation for software systems, and a better understanding of knowledge creation processes that take place in software development. Software engineering research has traditionally focused mostly on the former challenge. Focusing on the latter challenge, this paper conceptualises software development as a knowledge-intensive and collaborative activity. This new conceptualisation leads to the argument that knowledge collaboration plays a central role in software development. The paper discusses different forms of knowledge collaboration in software development, roles that computers can play to support knowledge collaboration, and the associated technical and social challenges. It argues for the need to provide in situ and individualised support for knowledge collaboration through the approach of layered support on demand, which is illustrated with systems that we have developed. Copyright ©2008 Inderscience Enterprises Ltd.

关键词： Knowledge based systems

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The next challenge: From easy-to-use to easy-to-develop. Are you ready?

The next challenge: From easy-to-use to easy-to-develop. Are...

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28th Annual CHI Conference on Human Factors in Computing Systems

作者： Beringer, Joerg Fischer, Gerhard Mussio, Piero Myers, Brad Paternò, Fabio De Ruyter, Boris NextGen User Experience SAP Labs. LLC 3410 Hillview Avenue Palo Alto CA 94304 United States Center for LifeLong Learning and Design University of Colorado Boulder United States Dip. di Informatica e Comunicazione Universita degli Studi di Milano Via Comelico 39 20135 Milano Italy Human Computer Interaction Inst. Carnegie Mellon University Pittsburgh PA 15213-3891 United States ISTI-CNR Via Moruzzi 1 Pisa 56124 Italy Philips Research Europe High Tech. Campus 34 -WB-5.27 5656 AE Eindhoven Netherlands

The main challenge of next years is to allow users of software systems, who are non-professional software developers, to create, modify or extend software artefacts. In this panel we want to discuss with the CHI community the key aspects in the area of End User Development and an associated research agenda, which should be then proposed to the main research agencies, such as NSF and EU ICT.

关键词： Human computer interaction

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