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34 How does a 3D graphics accelerator work? on 2009-11-18
- new 3D graphic card technology relieves the CPU of much of the
  rendering load.
- the r
  endering process can be sped-up
  through the use of the special-purpose hardware on the video card.
  Instead of the main CPU having to perform all of the operations necessary
  to calculate the colour and intensity of each pixel being rendered, all
  of the 3D scene information can be sent directly to the video card in its
  raw form. Polygon vertices and normals, surface characteristics,
  location of the viewer, light sources and projection plane are all
  off-loaded to the 3D video card. Then the video card, which is optimized
  to perform 3D operations, can determine what image is displayed, and dump
  it to the screen, while the system CPU is free to perform other tasks.
Document View - ProQuest on 2009-11-12
- The dual-credit process, whilst successful, is only partially addressing the needs of all disengaged students.
Disabled Learners' Experiences of E-learning - ProQuest on 2009-11-11
- The LExDis project started in March 2007 and continues until February 2009.
- * What are disabled students' experiences of interactions between assistive and e-learning technologies?
  * The use of e-assessment, e-portfolios, social software and mobile learning.
- 3 more annotations...
- - Disabled learners may therefore have different experiences in the same learning situation and different requirements to be an effective learner.
  - hey refer to Draffan and Rainger's (2006) model for an inclusive approach to the identification of challenges to blended learning as a means to identify educational accessibility issues to move towards a more all-encompassing learning approach that embraces the needs of learners, regardless of a defined disability.
  - Draffan, Evans and Blenkhorn (2007) surveyed the use of and satisfaction with assistive technology by students with dyslexia in post-secondary education.
Learning Theories of Instructional Design on 2009-11-11
- Behaviorism and cognitivism both support the practice of analyzing a
  task and breaking it down into manageable chunks, establishing
  objectives, and measuring performance based on those objectives.
  Constructivism, on the other hand, promotes a more open-ended
  learning experience where the methods and results of learning are not
  easily measured and may not be the same for each learner.
- Cognitive
  
  Tasks requiring an increased level of processing
- 3 more annotations...
- - Cognitivism
  - the goal is to train learners to do a task the same way
    to enable consistency
  - Logging onto and off of a workplace computer
    is the same for all employees; it may be important do an exact
    routine to avoid problems.
Notice Concerning The Americans With Disabilities Act (ADA) Amendments Act of 2008 on 2009-11-10
- The Act retains the ADA's basic definition of "disability" as an impairment that substantially limits one or more major life activities
Document View - ProQuest on 2009-11-10
- niversit
Scratch Lesson 15: Mini Mario Game Part VI: Game Wrap Up on 2009-11-04
- scroll
- global variable called
  scroll to represent the amount of scrolling.
Document View - ProQuest on 2009-11-03
- Simmons and Singleton (2000) commented that dyslexic students in higher education appear to have reading comprehension difficulties that cannot be accounted for by an inability to decode individual words in a passage of text, but rather have difficulty in constructing inferences when processing a passage of text.
- animated learning materials might possibly provide added visual information to give extra access to meaning for those with linguistic problems or decoding difficulties, or provide clearer visual information for those with visual processing problems.
- 6 more annotations...
- - Leishman (2004) commented the issue of visualising and developing an interesting animated on-screen display is a substantial task.
  - In essence, a passage of written text is analysed and then represented in a standardised diagrammatical format using rectangles, ellipses and arrows along with text labels. Given that students with dyslexia may have difficulty in analysing passages of text, the aim of the experiment was to ascertain if by animating the text and the construction of the DFD it might assist textual analysis and diagrammatical construction activities by undergraduate students with dyslexia.
  - Some of the students with dyslexia consulted when developing the prototypes for the animations stated that an animation that played too slowly could be just as difficult to follow as an animation that played too fast.
  - The students with dyslexia rated their understanding of the symbols and diagrams produced as being the least useful aspect of the animated learning materials compared to the control group of non-dyslexic students who rated this as one of the more useful aspects.
  - Even if learning materials are available to students on-line as well as in printed format, it may still be more difficult for students with dyslexia to learn from such materials compared to non-dyslexic students.
  - The results of the experiment conducted appeared to indicate that animated learning materials (if used appropriately) may potentially aid students with (and without) dyslexia. The animated learning materials appeared to be perceived as aiding the ease of understanding of concepts more than text or pictures allow.
Scratch Lesson 8: Stories to Animations Part I on 2009-10-27
- create a Cartoon Animation
- Create or import a
  sprite and name it “Bobby”.
- 9 more annotations...
- - Add
    costumes: “front”, “right”, “left kick” and “right kick”.
  - Add
    costumes: “up”, “down”, and “defeated”.
  - Add a new
    sprite and name it “bully”.
  - Add another new
    sprite and name it “sidekick”.
  - Add
    costumes: “tease” and “sad”.
  - Add yet another new
    sprite and name it “Master Meow”.
  - Just give him
    one costume: “happy”.
  - To create scenes, just add
    backgrounds for Stage. We will create four backgrounds: village, school, training ground, and fighting stage.
  - add scripts in next lesson for
    scene transitions and sprite interactions.
Do you have a chatty class? on 2009-10-27
- but for students, school is as much about socializing as it is about the academic stuff
- Use partner chats and other interactive learning structures to have them deepen their understanding of lessons.
- 4 more annotations...
- - Creating extra space between tables and desks can help students stay more focused on their work.
  - keep direct instruction time to 10 minutes or less.
  - A change of scenery and movement can help students stay focused.
  - sure students have some power and control over their learning through giving them some choices about what they learn or how they learn it.

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Diigo In Education

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“Diigo In Education” - Phase I just released. More to come.. Share your classroom usecase, ideas, reviews, features, and wishlists for making Diigo a great resource and platform in teaching and learning. Let's explore the full potential of Diigo as an educational tool.

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