title: Interpretable deep learning for surgical tool management

authors: Rodrigues, Mark William

subjects: computer science

abstract: This paper presents a novel convolutional neural network framework for multi-level classification of surgical tools. Our classifications are obtained from multiple levels of the model, and high accuracy is obtained by adjusting the depth of layers selected for predictions. Our framework enhances the interpretability of the overall predictions by providing a comprehensive set of classifications for each tool. This allows users to make rational decisions about whether to trust the model based on multiple pieces of information, and the predictions can be evaluated against each other for consistency and error-checking. The multi-level prediction framework achieves promising results on a novel surgery tool dataset and surgery knowledge base, which are important contributions of our work. This framework provides a viable solution for intelligent management of surgical tools in a hospital, potentially leading to significant cost savings and increased efficiencies.

text: Interpretable deep learning for surgical tool management This paper presents a novel convolutional neural network framework for multi-level classification of surgical tools. Our classifications are obtained from multiple levels of the model, and high accuracy is obtained by adjusting the depth of layers selected for predictions. Our framework enhances the interpretability of the overall predictions by providing a comprehensive set of classifications for each tool. This allows users to make rational decisions about whether to trust the model based on multiple pieces of information, and the predictions can be evaluated against each other for consistency and error-checking. The multi-level prediction framework achieves promising results on a novel surgery tool dataset and surgery knowledge base, which are important contributions of our work. This framework provides a viable solution for intelligent management of surgical tools in a hospital, potentially leading to significant cost savings and increased efficiencies.

year: 2021

title: Moving towards normalising CALL: A case study from Timor-Leste

authors: Field, Jennifer

subjects: Timor-Leste

abstract: It is now widely understood that teachers are the main decision makers in the classroom, so when an innovation is introduced into a teaching and learning setting it seems that teachers‟ beliefs and attitudes may be a major determinant in the success or otherwise of that investment.

This case study examines the process of a Computer Assisted Language Learning (CALL) application being introduced into a university setting. Bax (2003) posited that a new technology is „normalised‟ when it is invisible and fully integrated, just as pens and books have been, into everyday classroom use. To gain further insights into the process of an innovatory CALL application moving „towards normalisation‟ (Chambers & Bax 2006), the present study solicited university teachers‟ opinions and impressions towards the innovation over a period of five months.
       The innovation is a software application developed in the Computer Science Department at the University of Waikato (http://flax.nzdl.org/greenstone3/flax). The Flexible Language Acquisition Device (FLAX) uses digitalised libraries to provide language learning tasks for students, both texts and tasks being written by teachers or more able students. The English Department at the National University of Timor-Leste (UNTL) was the setting selected for the study, as the researcher had spent fourteen months there as a volunteer teacher in 2005-6. The case study is framed within a wider (2006-2011) collaborative curriculum project between UNTL and the University of Waikato.
       It was decided to collect oral, rather than written, data in order to align with the oral traditions of Timor-Leste. Thus, oral reflective journals captured participants‟ perceptions in audio-recorded discussions with a peer over three occasions. Focus groups of participants reflected on key issues at entry and exit points, and the researcher wrote her own daily reflective journal.
       The findings showed that the participants moved from a position of excitement tinged with concern to a position of confidence and readiness to implement FLAX during the reseacher‟s visit, indicating a positive move towards normalisation. A powerful insight gained by the researcher was that teachers were able to co-construct a range of ways of using the programme with their students in terms of autonomous learning, peer scaffolding and the importance of the affective domain in language learning. These findings reinforced the notion that the introduction of technologies is a social construct, not just a technological one (Bax, 2011). A further lens of investigation of the innovation was provided by Activity Theory, (Engeström 1987), which showed that the process of curricular normalisation is influenced by activity outside the classrom, and may strengthen or reduce the object of activity, in this case improved learning outcomes.
       The implications of the case study may have resonance in relatable settings. It seems that encouraging a collaborative approach may enable teachers to envision and ideate new ways to teach and learn, and incorporate new technologies into their own settings. This study may also have implications for external change agents as they contemplate assisting learning communities to normalise curriculum innovation.

text: Moving towards normalising CALL: A case study from Timor-Leste It is now widely understood that teachers are the main decision makers in the classroom, so when an innovation is introduced into a teaching and learning setting it seems that teachers‟ beliefs and attitudes may be a major determinant in the success or otherwise of that investment.

This case study examines the process of a Computer Assisted Language Learning (CALL) application being introduced into a university setting. Bax (2003) posited that a new technology is „normalised‟ when it is invisible and fully integrated, just as pens and books have been, into everyday classroom use. To gain further insights into the process of an innovatory CALL application moving „towards normalisation‟ (Chambers & Bax 2006), the present study solicited university teachers‟ opinions and impressions towards the innovation over a period of five months.
       The innovation is a software application developed in the Computer Science Department at the University of Waikato (http://flax.nzdl.org/greenstone3/flax). The Flexible Language Acquisition Device (FLAX) uses digitalised libraries to provide language learning tasks for students, both texts and tasks being written by teachers or more able students. The English Department at the National University of Timor-Leste (UNTL) was the setting selected for the study, as the researcher had spent fourteen months there as a volunteer teacher in 2005-6. The case study is framed within a wider (2006-2011) collaborative curriculum project between UNTL and the University of Waikato.
       It was decided to collect oral, rather than written, data in order to align with the oral traditions of Timor-Leste. Thus, oral reflective journals captured participants‟ perceptions in audio-recorded discussions with a peer over three occasions. Focus groups of participants reflected on key issues at entry and exit points, and the researcher wrote her own daily reflective journal.
       The findings showed that the participants moved from a position of excitement tinged with concern to a position of confidence and readiness to implement FLAX during the reseacher‟s visit, indicating a positive move towards normalisation. A powerful insight gained by the researcher was that teachers were able to co-construct a range of ways of using the programme with their students in terms of autonomous learning, peer scaffolding and the importance of the affective domain in language learning. These findings reinforced the notion that the introduction of technologies is a social construct, not just a technological one (Bax, 2011). A further lens of investigation of the innovation was provided by Activity Theory, (Engeström 1987), which showed that the process of curricular normalisation is influenced by activity outside the classrom, and may strengthen or reduce the object of activity, in this case improved learning outcomes.
       The implications of the case study may have resonance in relatable settings. It seems that encouraging a collaborative approach may enable teachers to envision and ideate new ways to teach and learn, and incorporate new technologies into their own settings. This study may also have implications for external change agents as they contemplate assisting learning communities to normalise curriculum innovation.

year: 2012

title: The Niupepa Collection: Opening the blinds on a window to the past

authors: Keegan, Te Taka Adrian Gregory

subjects: computer science

abstract: This paper describes the building of a digital library collection of historic newspapers. The newspapers (Niupepa in Maori), which were published in New Zealand during the period 1842 to 1933, form a unique historical record of the Maori language, and of events from an historical perspective. Images of these newspapers have been converted to digital form, electronic text extracted from these, and the collection is now being made available over the Internet as a part of the New Zealand Digital Library (NZDL) project at the University of Waikato.

text: The Niupepa Collection: Opening the blinds on a window to the past This paper describes the building of a digital library collection of historic newspapers. The newspapers (Niupepa in Maori), which were published in New Zealand during the period 1842 to 1933, form a unique historical record of the Maori language, and of events from an historical perspective. Images of these newspapers have been converted to digital form, electronic text extracted from these, and the collection is now being made available over the Internet as a part of the New Zealand Digital Library (NZDL) project at the University of Waikato.

year: 1999-12