Announcing a new survey course in Serious Games from the School of Education.
EDUC-F 401 TOPICAL EXPLORATIONS IN EDUC (3 CR)
VT: SURVEY OF SERIOUS GAMES
29718 RSTR 02:30P-03:45P TR ED 1250 Appelman R
NOTE: 15 seats are being reserved for FIGS.
This is one of the new "hot" topics in the gaming arena. EDUC-F 401 is a beginning level survey course for any undergraduate who is interested in exploring the realm of Serious Games. "Serious Games" refers to game-like environments where learning is a primary outcome and meaningful play is the process for gaining understanding. This course examines the potential of using games & simulations for the purposes of instruction. It addresses the social phenomenon of these immersive environments for their cognitive and affective impact on the users. Students will play video games, reflect on their impact in instruction, and design their own serious games. Students will then work in interdisciplinary teams to test games, and to explore the tools and skills necessary to function within an authentic development pipeline.
NB: Courses in the School of Education are "Outside Hours" for students pursuing a degree in the College of Arts and Sciences.
Announced by:
Robert L. Appelman, PhD
Director: VX Lab for Game Play Analysis
Coordinator: Technology Education Program
Clinical Professor - IST
Indiana University School of Education
appelman@indiana.edu
http://www.indiana.edu/~games/F401/
Thursday, May 28, 2009
Wednesday, May 27, 2009
SRL Talk: Nicholas Altieri, Andrew Kirk and David B. Pisoni
The Speech Research Lab's next meeting will feature a talk by Nicholas Altieri, Andrew Kirk and Prof. David B. Pisoni of IU Bloomington. All are invited and welcome to attend.
Friday, May 29, 2009
1:30 - 3:00 p.m.
Psychology 128
" Can Visual-Spatial Working Memory Training Improve Lip-reading Ability? A first report of negative findings" will be presented by Nicholas Altieri, Andrew Kirk, and David B. Pisoni.
Abstract:
Decades of research on audiovisual speech perception has led to a large body work examining accuracy on visual-only speech recognition (i.e., lip-reading). In contrast to accuracy scores for auditory-only stimuli in quiet for normal hearing listeners, visual-only accuracy is highly variable and the sources of this variability in lip-reading skills remain unknown. The first goal of our recent study was to investigate whether cognitive functions such as attention, the ability to inhibit irrelevant information, and visual-spatial working memory skills correlate with lip-reading performance on CUNY sentences. Secondly, we investigated whether lip reading skills could be improved after several days of training on a visual-spatial working memory task. In our experiment, subjects participated in three days of visual-spatial working memory training in which they received either probabilistic-adaptive sequences or random sequences. We also assessed attention and inhibition using the Stroop color-word naming test, verbal working memory using forward and backward digit span, and lip-reading skills using visual only sentence recognition on separate days before and after training. The results failed to yield significant correlations between any of the cognitive factors and lip-reading ability. We also failed to find evidence that training facilitated visual-only accuracy. We are currently considering different approaches and several new training paradigms that might improve visual-only speech recognition. Suggestions on these matters would be greatly appreciated from the IU research community.
Friday, May 29, 2009
1:30 - 3:00 p.m.
Psychology 128
" Can Visual-Spatial Working Memory Training Improve Lip-reading Ability? A first report of negative findings" will be presented by Nicholas Altieri, Andrew Kirk, and David B. Pisoni.
Abstract:
Decades of research on audiovisual speech perception has led to a large body work examining accuracy on visual-only speech recognition (i.e., lip-reading). In contrast to accuracy scores for auditory-only stimuli in quiet for normal hearing listeners, visual-only accuracy is highly variable and the sources of this variability in lip-reading skills remain unknown. The first goal of our recent study was to investigate whether cognitive functions such as attention, the ability to inhibit irrelevant information, and visual-spatial working memory skills correlate with lip-reading performance on CUNY sentences. Secondly, we investigated whether lip reading skills could be improved after several days of training on a visual-spatial working memory task. In our experiment, subjects participated in three days of visual-spatial working memory training in which they received either probabilistic-adaptive sequences or random sequences. We also assessed attention and inhibition using the Stroop color-word naming test, verbal working memory using forward and backward digit span, and lip-reading skills using visual only sentence recognition on separate days before and after training. The results failed to yield significant correlations between any of the cognitive factors and lip-reading ability. We also failed to find evidence that training facilitated visual-only accuracy. We are currently considering different approaches and several new training paradigms that might improve visual-only speech recognition. Suggestions on these matters would be greatly appreciated from the IU research community.
Tuesday, May 26, 2009
Lecture: Katalin Bimbo
Please join us for a special logic talk.
"Nextand and Nallor" will be presented by Katalin Bimbo, University of Alberta Philosophy Department.
Wednesday, May 27, 2009
3:00 p.m.
Ballantine 137
Abstract:
Various sets of connectives are known to be functionally complete for classical propositional logic -- including the singleton sets containing Nand or Nor. It is less well-known that the operator Nextand (introduced by Schoenfinkel) is sufficient for FOL as the only undefined logical constant. This talk is mainly concerned with the definition of operators like Nextand that turn out to be sufficient for FOL by themselves. There are four such binary operators. I define completely symmetric truth functions; the ternary completely symmetric truth functions give rise to 16 operators. (In order to provide a certain context, I will compare in the talk some of Peirce's and Sheffer's, as well as Schoenfinkel's and Quine's work.)
"Nextand and Nallor" will be presented by Katalin Bimbo, University of Alberta Philosophy Department.
Wednesday, May 27, 2009
3:00 p.m.
Ballantine 137
Abstract:
Various sets of connectives are known to be functionally complete for classical propositional logic -- including the singleton sets containing Nand or Nor. It is less well-known that the operator Nextand (introduced by Schoenfinkel) is sufficient for FOL as the only undefined logical constant. This talk is mainly concerned with the definition of operators like Nextand that turn out to be sufficient for FOL by themselves. There are four such binary operators. I define completely symmetric truth functions; the ternary completely symmetric truth functions give rise to 16 operators. (In order to provide a certain context, I will compare in the talk some of Peirce's and Sheffer's, as well as Schoenfinkel's and Quine's work.)
Thursday, May 21, 2009
Exciting Fall Course: Mathematics from Language
We invite you to consider an exciting Fall Term 2009 course option: MATH-M 385, Mathematics from Language.
Are you fascinated by grammar? Would you like to learn some advanced topics in math that are motivated by contemporary linguistics? If so, please consider M385. It's an introduction to a number of math topics chosen from abstract algebra, formal language theory, logic, and probability. The emphasis is on learning the math, but all of the examples are from linguistics. And although the class will teach you to do proofs, it is not super-rigorous. It's not even intended for math majors. The official prerequisite is MATH-M 118, and courses such as CSCI-C 241 and COGS-Q 250 would be good to have as well. The real prerequisite is an interest in the subject.
MATH-M 385 Mathematics from Language
Section 27130
1:00-2:15 TR
BH 231
Professor Larry Moss
Inquiries about the course may be directed to Professor Moss at lmoss@indiana.edu.
Are you fascinated by grammar? Would you like to learn some advanced topics in math that are motivated by contemporary linguistics? If so, please consider M385. It's an introduction to a number of math topics chosen from abstract algebra, formal language theory, logic, and probability. The emphasis is on learning the math, but all of the examples are from linguistics. And although the class will teach you to do proofs, it is not super-rigorous. It's not even intended for math majors. The official prerequisite is MATH-M 118, and courses such as CSCI-C 241 and COGS-Q 250 would be good to have as well. The real prerequisite is an interest in the subject.
MATH-M 385 Mathematics from Language
Section 27130
1:00-2:15 TR
BH 231
Professor Larry Moss
Inquiries about the course may be directed to Professor Moss at lmoss@indiana.edu.
Lecture: Charles van den Heuvel
You are cordially invited to join us for the following Summer Talk.
May 26, 2009
3:00 p.m.
Wells Library 030
"Web 2.0 and the Semantic Web in Research from a Historical Perspective: The designs of Paul Otlet (1868-1944) for telecommunication and machine readable documentation to organize research and society" will be presented by Charles van den Heuvel, Virtual Knowledge Studio for the Humanities and Social Sciences, Royal Netherlands Academy of Arts and Sciences (KNAW).
Abstract:
Tim Berners-Lee describes in Weaving the Web (1999), his future vision of the World Wide Web in two parts. In the first one, nowadays called Web 2.0, people collaborate and enrich data together in a shared information space. In the second part, exchanges extend to computers, resulting in a “Semantic Web” (Berners-Lee 1999). Most historical studies of World Wide Web begin with the American roots of the Internet in ARPANET or follow a historiographical line of post war information revolutionaries, from Vannevar Bush to Tim Berners-Lee. This paper follows an alternative line. At the end of the nineteenth and in the first decades of the twentieth century various European scholars, like Patrick Geddes, Paul Otlet, Otto Neurath, Wilhelm Ostwald explored the organisation, enrichment and dissemination of knowledge on a global level to come to a peaceful, universal society. We focus on Paul Otlet (1868-1944) who developed a knowledge infrastructure to update information mechanically and manually in collaboratories of scholars. First the Understanding Infrastructure (2007) report, that Paul N. Edwards et al. wrote on behalf of NSF, will be used to position Otlet’s knowledge organization in their sketched development from information systems to information networks or webs. Secondly, the relevance of Otlet’s knowledge infrastructure will be assessed for Web 2.0 and Semantic Web applications for research. The hypothesis will be put forward that the instruments and protocols envisioned by Otlet to enhance collaborative knowledge production, can still be relevant for current conceptualizations of “scientific authority” in data sharing and annotation in Web 2.0 applications and the modeling of the Semantic Web.
May 26, 2009
3:00 p.m.
Wells Library 030
"Web 2.0 and the Semantic Web in Research from a Historical Perspective: The designs of Paul Otlet (1868-1944) for telecommunication and machine readable documentation to organize research and society" will be presented by Charles van den Heuvel, Virtual Knowledge Studio for the Humanities and Social Sciences, Royal Netherlands Academy of Arts and Sciences (KNAW).
Abstract:
Tim Berners-Lee describes in Weaving the Web (1999), his future vision of the World Wide Web in two parts. In the first one, nowadays called Web 2.0, people collaborate and enrich data together in a shared information space. In the second part, exchanges extend to computers, resulting in a “Semantic Web” (Berners-Lee 1999). Most historical studies of World Wide Web begin with the American roots of the Internet in ARPANET or follow a historiographical line of post war information revolutionaries, from Vannevar Bush to Tim Berners-Lee. This paper follows an alternative line. At the end of the nineteenth and in the first decades of the twentieth century various European scholars, like Patrick Geddes, Paul Otlet, Otto Neurath, Wilhelm Ostwald explored the organisation, enrichment and dissemination of knowledge on a global level to come to a peaceful, universal society. We focus on Paul Otlet (1868-1944) who developed a knowledge infrastructure to update information mechanically and manually in collaboratories of scholars. First the Understanding Infrastructure (2007) report, that Paul N. Edwards et al. wrote on behalf of NSF, will be used to position Otlet’s knowledge organization in their sketched development from information systems to information networks or webs. Secondly, the relevance of Otlet’s knowledge infrastructure will be assessed for Web 2.0 and Semantic Web applications for research. The hypothesis will be put forward that the instruments and protocols envisioned by Otlet to enhance collaborative knowledge production, can still be relevant for current conceptualizations of “scientific authority” in data sharing and annotation in Web 2.0 applications and the modeling of the Semantic Web.
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