Building a technology foundation for future teachers

It is fitting that the teachers of tomorrow are provided with the correct modeling of technology in their first education class. To separate technology from education is both impossible and foolish. The sooner college students are exposed to the latest forms of technology, the more equipped they will be to integrate these tools into their teaching strategies for the benefit of future learners.     

How Team Interlock Ecosystems Shape the Assembly of Scientific Teams: A Hypergraph Approach

ABSTRACT

Today’s most pressing scientific problems necessitate scientific teamwork; the increasing complexity and specialization of knowledge render “lone geniuses” ill-equipped to make high-impact scientific breakthroughs. Social network research has begun to explore the factors that promote the assembly of scientific teams. However, this work has been limited by network approaches centered conceptually and analytically on “nodes as people,” or “nodes as teams.” In this article, we develop a “team-interlock ecosystem” conceptualization of collaborative environments within which new scientific teams, or other creative team-based enterprises, assemble. Team interlock ecosystems comprise teams linked to one another through overlapping memberships and/or overlapping knowledge domains. They depict teams, people, and knowledge sets as nodes, and thus, present both conceptual advantages as well as methodological challenges. Conceptually, team interlock ecosystems invite novel questions about how the structural characteristics of embedding ecosystems serve as the primordial soup from which new teams assemble. Methodologically, however, studying ecosystems requires the use of more advanced analytics that correspond to the inherently multilevel phenomenon of scientists nested within multiple teams. To address these methodological challenges, we advance the use of hypergraph methodologies combined with bibliometric data and simulation-based approaches to test hypotheses related to the ecosystem drivers of team assembly.     

Imagination and Narrative: Young People’s Experiences

Imagery generation in dramatized audio drama is still poorly understood with the majority of work having been done from a radio advertising perspective. This study sought to understand audio drama imagery generation by using teenage listeners. The study demonstrated that teenagers can follow purely auditory narrative with ease and can generate unique and vivid imagery through aural dramatic stimulation. The study also showed that listening in the dark and as a group are appealing for audiences.     

The Subtitle Effect: How Subtitle-Facilitated Perceptual Learning Can Make Subtitles (Seem) Less Necessary

In television and film production, speakers whose accents are judged difficult to understand are often subtitled, but viewers may question such judgments if they later perceive the subtitles as unnecessary. Such doubts can be ill founded, however. We report two experiments showing that the presence of bimodal subtitles (subtitles in the same language as the audio) on a given video clip can make subtitles seem less necessary for that clip and can improve comprehension of a second, unsubtitled clip of the same speaker. This, we argue, is because bimodal subtitles provide alternate access to the lexical information in the audio, thus facilitating perceptual learning of the subtitled speaker’s accent. This perceptual learning, through which listeners adjust their sound–phoneme mappings to accommodate the unfamiliar phoneme realizations underlying the speaker’s accent, can quickly make subtitles less necessary, potentially creating the illusion that they were never necessary—a phenomenon we call the “subtitle effect.”     

Children's algorithms as schemes

Arithmetical knowledge is viewed as simply the coordinated schemes of actions and operations the child has constructed at a particular point in time. A fundamental distinction is drawn between operative and figurative schemes in the context of additive schemes. Numerical extension, an operative scheme, is distinguished from intuitive extension, a figurative scheme. The basis of the distinction resides in (1) the anticipatory nature of the schemes, (2) the adaptability of the schemes, and (3) the nature of the concepts which serve as a basis for what triggers the schemes. This fundamental distinction is crucial in the mathematical instruction of the child for the child necessarily has to construct his or her own mathematical reality even if that reality eventually becomes compatible with the reality of the social group in which the child has to operate.