Educating students in the discipline of digital art to a professional standard has generally proven difficult. In an effort to understand the problem, a first-year undergraduate modelling course cohort was observed. Some students in this course progressed from being novices to acquiring proficiency during the nine-week term of the course. Computer Graphics (CG) modelling professionals evaluated student work to confirm their progress. Traditional models of proficiency development expect that proficiency is dependent on the investment of significant time on discipline- related tasks. The results of this investigation show that the transition from a novice level of understanding to that of proficiency can be rapid. Earlier models emphasize the importance of long-term memory and pattern-matching to developing proficiency. For the field of digital art, data gathered in this study do not support long-term memory or pattern matching as a principal contributing factor to the development of proficiency. Instead, it suggests that knowledge of what a professional standard is, in combination with important threshold concepts, leads to proficiency.
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Presentatie op congres The Sign Language Proficiency Interview (SLPI) is a tool for assessing functional sign language skill. Based on the Language Aptitude Test, it uses a recorded 20 minute conversation between a skilled interviewer and the candidate. The interview uses an ad hoc series of probing and challenging questions to elicit the candidate’s best use of the sign language in topics relating to the candidate’s work, family/background, and leisure activities. This video language sample is then analyzed to determine the candidate’s rating on the SLPI Rating Scale. The rating process documents vocabulary, grammar and discourse, and follows a specified protocol that includes specific examples from the interview. The SLPI is used widely in the US and Canada with American Sign Language, and one of the presenters has adapted it for use with South African Sign Language. The presenters have recently adapted the SLPI for use with Sign Language of the Netherlands (NGT). While the interview process is the same regardless of the sign language, two aspects of the adaptation for NGT required work: 1) modifying the grammar analysis to match NGT grammar; and 2) modifying the Rating Scale to align with that of the Common European Framework of Reference for languages (CEFR). This ICED presentation will include: 1) a thorough description of SLPI goals, processes and implementation; 2) modifications for NGT grammar; and 3) modifications to align with the CEFR.
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Receiving the first “Rijbewijs” is always an exciting moment for any teenager, but, this also comes with considerable risks. In the Netherlands, the fatality rate of young novice drivers is five times higher than that of drivers between the ages of 30 and 59 years. These risks are mainly because of age-related factors and lack of experience which manifests in inadequate higher-order skills required for hazard perception and successful interventions to react to risks on the road. Although risk assessment and driving attitude is included in the drivers’ training and examination process, the accident statistics show that it only has limited influence on the development factors such as attitudes, motivations, lifestyles, self-assessment and risk acceptance that play a significant role in post-licensing driving. This negatively impacts traffic safety. “How could novice drivers receive critical feedback on their driving behaviour and traffic safety? ” is, therefore, an important question. Due to major advancements in domains such as ICT, sensors, big data, and Artificial Intelligence (AI), in-vehicle data is being extensively used for monitoring driver behaviour, driving style identification and driver modelling. However, use of such techniques in pre-license driver training and assessment has not been extensively explored. EIDETIC aims at developing a novel approach by fusing multiple data sources such as in-vehicle sensors/data (to trace the vehicle trajectory), eye-tracking glasses (to monitor viewing behaviour) and cameras (to monitor the surroundings) for providing quantifiable and understandable feedback to novice drivers. Furthermore, this new knowledge could also support driving instructors and examiners in ensuring safe drivers. This project will also generate necessary knowledge that would serve as a foundation for facilitating the transition to the training and assessment for drivers of automated vehicles.
Within this interdisciplinary project, we explore the integration of open-source databases, location-based gaming, and immersive storytelling to improve cultural heritage dissemination, interpretation and understanding of European values among younger target audiences. The students develop a game prototype which will be tested with the target audience during the project. The game is aimed to be implemented at cultural heritages sites along the heritage route of St Martin. The learning objective is to foster digital expertise, remote and virtual working proficiency, and the development of an interdisciplinary working attitude in a joint course setup of virtual workshops and MOOC-based lectures.
