InterMedia

This issue of inference has been overlooked in the quest to find more accurate prediction. The main measure used, variable importance, provides some insight into how variables affect the overall model, but it does not provide insight as to how variables interact with the target. Some work using variable importance moves in this direction, such as for understanding the effects of correlated input variables [10-15], adjusting with imbalanced class sizes [10], measuring variable interactions In classification problems, this question is essential for improving the usability of

In this paper we introduce DIORAMA-II system that provides real time information collection in mass casualty incidents. Using a mobile platform that includes active RFID tags and readers as well as Smartphones, the system can determine the location of victims and responders. The system provides user friendly multi dimensional user interfaces as well as collaboration tools between the responders and the incident commander. We conducted two simulated mass casualty incidents with 50 victims each and professional responders. DIORAMA-II significantly reduces the evacuation time by up to 43% when compared to paper based triage systems. All responders that participated in all trials were very satisfied. They felt in control of the incident and mentioned that the system significantly reduced their stress level during the incident. They all mentioned that they would use the system in an actual incident.

While media studies generally are concerned by the new forms of activism and democracy, use and citizenship that are traced back to media convergence, critical voices have raised to ask if these new forms also require that media studies start posing new questions (Hay and Couldry 2012). While media studies have been concerned with active reading and articulation practices related to media messages, it seems that the little, everyday, multiform making and productivity introduced by Cultural Studies in the 1960ties now is reintroduced. While the discourse on convergence culture, trans-media and creative industry may remind of the relation between media and making introduced then, it seems that todays departure point for assessing convergence culture requires a break with the media centric perspectives that have dominated media studies in the past Hay and Couldry argue.

In this article I argue that by connecting assessment to learning and instruction and by enacting assessment as a collective practice we can see new opportunities for learning. The concept of mediated action and the notion of a collective zone of proximal development are used to theorize assessment. Two cases are included to support and make empirically visible the conceptual argument. The first case involves student teachers who assess exam papers in an online environment. The second case involves peer-group assessment among learners in an upper secondary school. Through the conceptual argument and the supporting cases assessment emerges as a practice involving process as well as product and a practice in which learning, teaching, and assessment are mutually constitutive of learners' development. Finally, some implications for practice are discussed, including some challenges related to the tension between individual and collective approaches.

The purpose of this paper is to describe and discuss some communicative opportunities currently emerging in networked classrooms and their implications for didactics. In particular, I examine multiple contexts that appear and how they give rise to diverse practices. However, such practices often have their origin in out-of-school contexts and not in institutional discourse and curricula. Consequently, we need to understand how these practices can be explored and exploited in educational contexts. Otherwise, schools risk losing out on important cultural change and may fail to prepare learners for emergent communicative opportunities and requirements. In this paper, which is based on a longitudinal study of Norwegian teachers of English practising in technology-rich environments, I discuss the implications of teaching in and across multiple contexts that emerge in technology-rich environments. Findings indicate that we need to develop our notion of didactics so that it supports teachers working across multiple contexts. As such, didactics takes on the characteristics of a boundary object that mediates learning in and across different social worlds.

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.

Vor ein paar Jahren bedeutete in der Multimedia Branche der Begriff „ Hybrid-Anwendung“, das die Multimedia CD-ROM sowohl auf einem PC als auch auf einer Apple Macintosh Plattform lauffahig ist. Heute reden wir in der Branche von Hybrid-Projekten. Hier kommen die aktuellen elektronischen Medien (Internet, CD-ROM, Diskette evtl. sogar Print) medienubergreifend zum Einsatz. In der Fachpresse spricht man immer haufiger von Cross Media. Der Begriff „Hybrid“ wird mittlerweile mit dem Begriff „Cross Media“ gleichgestellt.

No abstract available.