title: Navigating the virtual library: a 3D browsing interface for information retrieval

authors: Rogers, Bill

subjects: computer science

abstract: An interface is described for graphically navigating a large collection of documents, as in a library. Its design is based on the metaphor of traversing a landscape. Documents are depicted as buildings, clustered to form 'towns'. A network of 'roads' connects these towns according to the classification hierarchy of the document set. A three-dimensional scene rendering technique allows the user to view this landscape from different perspectives, and at different levels of detail. At one level, the appearance of the buildings provides information like document size and age, at a glance. At higher levels, we provide the user with a visualisation of the structure and extent of the document set that is impossible with a traditional 'shelf' presentation. At all levels, a sense of physical context is maintained, encouraging and supporting browsing.

text: Navigating the virtual library: a 3D browsing interface for information retrieval An interface is described for graphically navigating a large collection of documents, as in a library. Its design is based on the metaphor of traversing a landscape. Documents are depicted as buildings, clustered to form 'towns'. A network of 'roads' connects these towns according to the classification hierarchy of the document set. A three-dimensional scene rendering technique allows the user to view this landscape from different perspectives, and at different levels of detail. At one level, the appearance of the buildings provides information like document size and age, at a glance. At higher levels, we provide the user with a visualisation of the structure and extent of the document set that is impossible with a traditional 'shelf' presentation. At all levels, a sense of physical context is maintained, encouraging and supporting browsing.

year: 1994-07

title: Investigating the effects of perceived student gender on primary school teachers' recognition of autism

authors: Ward, Tanwen B.

abstract: Recent research indicates that autism is under-recognized in girls and women. The current study investigated whether the gender-based assumptions of teaching staff impact the identification of autism. A survey was completed by 249 primary school teaching staff. After reading a vignette describing the behavior of a hypothetical child whose gender was randomly assigned, participants answered questions regarding possible reasons for the behavior described, including mental health and disability diagnoses and their confidence in their chosen answers. The gender of the described child was not found to have an impact on the likelihood of choosing autism as a potential diagnosis, suggesting that the participants did not make gender-based assumptions about autism characteristics. Higher qualified teachers were less confident in their answers than those with lower or no qualifications. Teachers may have more nuanced understandings of the complexities of autism than had been expected. Further research into the effect of gender on autism identification is needed.

text: Investigating the effects of perceived student gender on primary school teachers' recognition of autism Recent research indicates that autism is under-recognized in girls and women. The current study investigated whether the gender-based assumptions of teaching staff impact the identification of autism. A survey was completed by 249 primary school teaching staff. After reading a vignette describing the behavior of a hypothetical child whose gender was randomly assigned, participants answered questions regarding possible reasons for the behavior described, including mental health and disability diagnoses and their confidence in their chosen answers. The gender of the described child was not found to have an impact on the likelihood of choosing autism as a potential diagnosis, suggesting that the participants did not make gender-based assumptions about autism characteristics. Higher qualified teachers were less confident in their answers than those with lower or no qualifications. Teachers may have more nuanced understandings of the complexities of autism than had been expected. Further research into the effect of gender on autism identification is needed.

year: 2022

title: A translation of Moodle into Te Reo Māori

authors: Manuirirangi, Hōri

abstract: This paper is an assessment of the Te Reo Māori translation of the Learning Management System ‘Moodle’, used by students and teaching staff of the University of Waikato. Moodle: [Modular Object-Oriented Dynamic Learning Environment] has been the university’s primary online learning environment since 2008. It has an open code-base that allows users the ability to modify its software. This particular feature makes the LMS appealing to both Māori and Pacifika users as it allows Moodle to be developed and customized to meet their unique cultural needs. This paper discusses the rationale for the translation of Moodle into Te Reo Māori, and gives insight into the processes implemented by translation staff of Te Ratonga Whakamāori and the university’s WCEL team. The primary focus of this paper is to outline the benefits of translating the online learning environment of Te Reo Māori second-language learners, whilst highlighting how the integration of this technology augments students’ learning inside and outside of the classroom.

text: A translation of Moodle into Te Reo Māori This paper is an assessment of the Te Reo Māori translation of the Learning Management System ‘Moodle’, used by students and teaching staff of the University of Waikato. Moodle: [Modular Object-Oriented Dynamic Learning Environment] has been the university’s primary online learning environment since 2008. It has an open code-base that allows users the ability to modify its software. This particular feature makes the LMS appealing to both Māori and Pacifika users as it allows Moodle to be developed and customized to meet their unique cultural needs. This paper discusses the rationale for the translation of Moodle into Te Reo Māori, and gives insight into the processes implemented by translation staff of Te Ratonga Whakamāori and the university’s WCEL team. The primary focus of this paper is to outline the benefits of translating the online learning environment of Te Reo Māori second-language learners, whilst highlighting how the integration of this technology augments students’ learning inside and outside of the classroom.

year: 2017