From Archive,to Access,to Experience––Historical Documents as a Basis for Immersive Experiences

Libraries have been the key to preserving culture and historic legacy for centuries. One such treasure cataloged in The Pennsylvania State University (Penn State) Libraries is a collection of over 33,000 Sanborn? Fire Insurance Maps. Originally kept safe in metal drawers, the library has embarked on a journey to digitize this abundance of information, combine it with other media such as photographs, and make it accessible through a web interface. Inspired by these efforts, we accessed this information and took it to the next level. Using state of the art 3D modeling and immersive technologies, we created a historic 3D model and immersive experiences of Penn State, exemplarily for the 1922 campus. The resulting experiences can be accessed through the web but also through head mounted displays (HMDs) and mobile phones in combination with VR viewers such as the Google Cardboard. Additionally, they can be used anywhere in the world or on the campus itself as a way to enable remote and in situ experiences and learning. Immersive experiences let us connect to the past, the present and the future, and as such offer value to digital cultural heritage efforts.     

Physical versus virtual manipulative experimentation in physics learning

The aim of this study was to investigate whether physical or virtual manipulative experimentation can differentiate physics learning. There were four experimental conditions, namely Physical Manipulative Experimentation (PME), Virtual Manipulative Experimentation (VME), and two sequential combinations of PME and VME, as well as a control condition (i.e., traditional instruction with absence of PME or VME). Undergraduate students' understanding of physics concepts in the domain of heat and temperature was tested in a pre- and posttest design that involved 182 participants assigned to the four experimental groups and 52 participants assigned to the control group. Conceptual tests were administered to assess students' understanding before, during and after instruction. The analyses revealed that the four experimental conditions were equally effective in promoting students' understanding of concepts in the domain of heat and temperature and better than the control condition; hence, manipulation, either physical or virtual manipulation, and not physicality, as such, at least in a context like the one of the present study, is important in physics learning.     

虚拟机环境的Linux辅助教学的实现

虚拟机软件是实验类教学中不可缺少的部分．介绍了VMware虚拟机软件在教学中的应用优势,使用VMware虚拟机搭建Linux教学环境,并以Linux课程实验实施为例进行阐述,以实现虚拟机在计算机教学中的应用．     

微信群会话网络结构及成员角色划分研究

[目的/意义]微信群内部会话交流过程存在着复杂的网络结构,探究微信群内部网络结构特征并划分成员角色对研究微信群中信息传播及成员角色关系具有重要意义。[方法/过程]以虚拟社区理论和会话分析理论为基础,以真实微信群内部的会话数据作为研究对象,通过构造成员活跃度划分微信群成员角色类型,基于成员相互回应行为与共同回应行为设计成员关联强度算法并构建会话交流网络,采用社会网络分析和内容分析方法对其静态结构特征及动态结构演化进行分析。[结果/结论]微信群内部成员角色及地位具有差异性,会话交流过程呈现出明显的中心性态势;微信群会话交流网络符合六度分割理论,具有小世界效应的特征;微信群会话交流网络具有动态演化性且核心成员具有时间依赖性。     

数字图书馆拓展服务的探讨

随着互联网的发展,数字图书馆的建设呈现多元化的局面,数字图书馆建设及其业务的构建实施迫在眉睫。在收集大量有关国内外先进数字图书馆在拓展服务业务方面的资料及经验的基础上。详细列举了当令数字图书馆的服务拓展业务。     

云计算环境下虚拟参考咨询服务的创新应用研究

文章简要梳理了虚拟参考咨询服务以及云计算在国内外图书馆界的应用与发展,详尽地介绍了云计算环境下虚拟参考咨询服务实现的系统结构、流程、服务模式和以深化科技查新为代表的服务内容等,以期建立全方位、多层次、无间断的区域联合虚拟参考咨询服务体系,为云计算环境下我国图书馆虚拟参考咨询事业的发展提供参考、借鉴。     

图书馆信息资源建设中的数据库建设

提出了图书馆信息资源建设中的数据库建设系统，并着重介绍了书目数据库和特色馆藏数据库，以及虚拟馆藏数据库建设的意义和相关问题，从而让用户了解数据库建设在图书馆信息资源建设中的重要性。     

网络环境下虚拟馆藏的组织与原则

虚拟馆藏和传统意义上的馆藏之间是有区别的,文章详述了虚拟馆藏的构成要素,网络环境下 虚拟馆藏的组织方法和原则及建设虚拟馆藏时应注意的问题。     

资源选择的质量评价准则——虚拟馆藏选择评价刍议之三

在《资源采集管理政策--虚拟馆藏选择评价刍议之二》提出的虚拟馆藏资源选择的范围政策基础上,进一步提出虚拟馆藏资源选择的相关质量评价准则。     

WebIntera-classroom: an interaction-aware virtual learning environment for augmenting learning interactions

Interaction is critical for successful teaching and learning in a virtual learning environment (VLE). This paper presents a web-based interaction-aware VLE – WebIntera-classroom – which aims to augment learning interactions by increasing the learner-to-content and learner-to-instructor interactions. We design a ubiquitous interactive interface that integrates a pen-and-paper interface with a web-based whiteboard to promote effective learner-to-content interactions. We develop a learning analytics tool that instantly shows learners’ learning interactions, with which instructors can supervise learner-to-instructor interactions. We implement a high-granularity Learning Analytics Engine (hgLAE) to broadcast, record and play a lecture recording. The hgLAE identifies hotspots in a lecture recording and raises students’ awareness of the hotspots when they watch the recording. WebIntera-classroom has been deployed in 11 universities in China. The system obtained high satisfaction in the questionnaires (N?=?464) and face-to-face interviews (N?=?60) conducted with the users from China Jiliang University. We compared the students’ performance, respectively, achieved in traditional classroom and in WebIntera-classroom at China Jiliang University during 2012–2013. The result demonstrates that the students could gain performance improvement by using WebIntera-classroom.