 RSOE EDIS - Emergency and Disaster Havaria Information Service - AlertMap: http://hisz.rsoe.hu/alertmap/index.php?lang=eng |
 Rich Internet Applications for Language Learning: http://clear.msu.edu/teaching/online/ria/RIAs are web pages with multimedia interactivity embedded into them. CLEAR's RIA can be created with no programming at all. |
 Interactive Map: http://www.cer.jhu.edu/index.cfm?pageID=351The Interactive Map Tool is loosely based on a map metaphor, but isn’t bound to just creating maps. It allows the user to create a hierarchical structure of informational pages that can be nested. Nested pages can include anything from plain images to video and audio files, all with accompanying description text. The sites created in the Interactive Map Tool helps students understand the connections between concepts and spatial context in a way unlike any other. The Interactive Map Tool is loosely based on a map metaphor, but isn’t bound to just creating maps. It allows the user to create a hierarchical structure of informational pages that can be nested. Nested pages can include anything from plain images to video and audio files, all with accompanying description text. The sites created in the Interactive Map Tool helps students understand the connections between concepts and spatial context in a way unlike any other. |
 MIIM Project: http://maps.umn.edu/Open Source Web Mapping in K-16 Education. MIIM is a web-based application that introduces K-12 and post-secondary students to principles of geography and GIS. MIIM makes use of several open-source projects, including Mapbender, MapServer, and PostgreSQL. |
 Tracing the Visitor's Eye: http://www.girardin.org/fabien/tracing/So far the investigation of spatio-temporal patterns of people mainly rendered a quantitative understanding of the city. In our study, we intend to leverage implicit spatio-temporal data (i.e. latitude, longitude and timestamp) with the richness of people-generated information. Our approach is to consider that uploading, tagging and disclosing the location of a photo can be interpreted as an act of communication rather than a pure implicit history of physical presence. For this purpose, we retrieved from Flickr, large amounts of photo taken by thousands of users in the world’s most photographed cities. Based on the time, explicit location and people’s description of their photos, we design geovisualizations. They reveal patterns of tourists and citizens consuming a city, such as the flow of people between city attractions (see figures below), the monuments areas of influence or what is happening with day/night and working/weekend periodicity. |
Showing posts with label demonstration. Show all posts
Showing posts with label demonstration. Show all posts
academhack » Blog Archive » Twitter for Academia
A blog post about how one instructor uses twitter in academia, followed by many useful comments which are worth reading for further exploration.
This has got to be one of the coolest, most useful teaching tools I've seen in quite a while. It is not only a method of teaching, notetaking, and/or concept designing, but it does it in a way that is natural to that way we often describe or try to do things. Consider this, have you ever tried to explain an idea or device and ultimately just grabbed a piece of paper and a pencil and drew it?
That's what this MIT professor has done. As my Mechanical Engineering boyfriend pointed out, I'm sure there are all kinds of settings that have to be set (gravity, friction, etc.) before it can be used as demonstrated, but as a relatively simple start to exploring statics (think buildings) and dynamics (think spinning wheels), it's a pretty cool way to go. The best part is that you wouldn't necessarily have to set up the room with actual carts spinning down ramps. (Which can be really time consuming and a bit chaotic!)
Le Boyfriend, has also suggested for further interest into virtual prototyping software, you'll want to check out Working Model 2D and/or Adams.
http://www.mtl-peters.net/blog/?p=181
"Web 2.0 is sometimes called the “Read Write Web”. I call it the “Read, Write, Speak, Listen Web”. It is an Internet that is no longer about passive viewing and linking . This new Interactive Internet is transforming the manner in which people all over the world are interacting, communicating and collaborating. In the last two to three years, we have witnessed an explosion of new information and knowledge available to anyone with an Internet connection. As educators, we cannot ignore the fact that our students are consumers, distributors, remixers, and creators of content from and to the Internet. They need models and guidance from trusted adults as they interact with others and with information. Reasons why educators should include web 2.0 tools and environments (i.e. blogs, wikis, forums, learning management systems, voicethread, podcasts) as part of classroom practices include: relevance to real world practices, access to authentic audiences, opportunities to learn and practice appropriate online conduct, global citizenship skills, information literacy skills of evaluation and authentication, skills in anchoring and filtering information, and opportunities to collaborate, as well as experience learning gains."
Face Research: http://www.faceresearch.org/
Per the website:
FaceResearch.org allows you to participate in short online psychology experiments looking at the traits people find attractive in faces and voices. Register to participate in experiments if this is your first time at FaceResearch.org or login if you have been here before.
Make your own average faces with our new interactive demos!
In addition to participating in facial attractiveness experiments, you can also complete lifestyle and personality questionnaires about characteristics that may be associated with face and voice preferences and see how you compare to others. We post all our study results after we have finished collecting data.
You can also learn about our computer-graphic technology and read about some of the findings of our previous studies.
Take part in an online questionnaire about Drinking Water and Soft Drinks by Moira Cruickshank, a student who is learning to program online experiments with us.
Gapminder World 2006 is what everyone at TED was talking about. It's not the actual talk about "3rd world countries" that got everyone excited, it was the use of animated, visual data that got all the attention. To be clear, the software in question is not called Gapminder; Gapminder Foundation is the Swedish company that started this. What powers this kind of data mashup is the Trendalyzer software (acquired by Google in March 2007) that enables Gapminder to do what it's doing with the data, but really, you're not interested in all of that. You just want to see it working for yourself to understand that you want it.
About this Talk
You've never seen data presented like this. With the drama and urgency of a sportscaster, Hans Rosling debunks myths about the so-called "developing world" using extraordinary animation software developed by his Gapminder Foundation. The Trendalyzer software (recently acquired by Google) turns complex global trends into lively animations, making decades of data pop. Asian countries, as colorful bubbles, float across the grid -- toward better national health and wealth. Animated bell curves representing national income distribution squish and flatten. In Rosling's hands, global trends -- life expectancy, child mortality, poverty rates -- become clear, intuitive and even playful. NEW: Download this talk in full SD resolution >>
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