Interaction Analysis

This study explores teachers' reflections on the competences that come into play in technologymediated teaching activities. Underpinned by educational design research, the collaboration between researchers and teachers followed a methodological design involving three iterative phases: (1) workshops in which teachers and researchers collaborated to develop instructional scenarios involving digital technologies, (2) lessons enacting instructional scenarios, and (3) reflective discussions based on video sequences from the instructional scenarios. The researchers selected video clips of instructional sequences involving so-called critical incidents where the teachers encountered some kind of challenge in the technology-mediated teaching activities. The unit of analysis comprised transitional episodes identified in the reflective discussions, where temporal shifts took place as the teachers elaborated on challenges and oriented towards future actions. Theoretically, the study is based on sociocultural perspectives, acknowledging social interaction as collective thinking. To analytically scrutinise temporal shifts in the interaction, interaction analysis was employed. The findings show that while the elicited video clips supported retrospective reflections, the collaborative context with colleagues and researchers interacting supported prospective reflections. These findings are discussed in terms of how the temporal shifts in the reflections can analytically be understood as teachers' envisioned or enacted transformative agency.

The first atmospheric event built only from infrasound arrivals was reported in the Reviewed Event Bulletin (REB) of the International Data Centre (IDC) of the Comprehensive Nuclear Test Ban Treaty Organization (CTBTO) in 2003. In the last decade, 42 infrasound stations from the International Monitoring System (IMS) have been installed and are transmitting data to the IDC. The growing amount of infrasound data and detections produced by the automatic system challenged the station and network processing at the IDC, which required the Organization to redesign the way infrasound data are processed. Each infrasound array is processed separately for signal detection using a progressive multi-channel correlation method (DFX-PMCC). For each detection, signal features - onset time, amplitude, frequency, duration, azimuth, phase velocity, F-statistics - are measured and used to identify a detection as infrasonic, seismic, or noise (including clutter). Infrasonic signals along with seismic and hydroacoustic signals are subsequently associated with Global Association software (GA) between stations to locate events. During detection and association phases, criteria are applied to eliminate clutter, identify signals of interest, and keep the number of automatic events containing infrasound detections to a manageable level for analyst review. The IDC has developed analysis and visualization tools specifically for infrasound review (e.g. Geotool-PMCC). The IDC has continued to build the Infrasound Reference Event Database (IRED) from observations on the IMS network. This database assists both the routine IDC infrasound analysis and analyst training as it reflects the global detection capability of the network, illustrates the spatial and temporal variability of the observed phenomena, and demonstrates the various origins of infragenic sources. Since 2007, the IDC has introduced new analyst procedures to review and add selected infrasound events to the REB. In early 2010, the IDC began routine automatic processing of infrasound data reviewed by interactive analysis; the detected and located events are now systematically included in the REB. Work is under way on the enhancement of the automatic system for the identification of valid signals and the optimization of the detection threshold of the network.

Although arts-based qualitative research initiatives have recently utilized standard musical notation (SMN) as a potent form of data transcription, extant literature into this approach has largely ignored the critiques of SMN that emerge from music scholarship and practice. To address this oversight, we use this paper to explore the following research questions: To what extent do the musicological critiques of SMN apply to qualitative research? And how can qualitative researchers address these critiques? In response, we begin by drawing parallels between experimental music literature and posthuman education scholarship, arguing that SMN limits the scope of qualitative inquiry and reinscribes the problematically humanist aims of education research. We then propose the use of graphic scores as a means to explore how sound and other non-anthropocentric bodies contribute to the construction of meaning within learning environments. To exemplify this approach, we conclude by providing two graphic score transcriptions of video data.

A tanulmány a Társadalmi Megújulás Operatív Program IKT a tudás és tanulás világában - humán teljesítménytechnológiai (Human Performance Technology) kutatások és képzésfejlesztés címet viselő, TÁMOP-4.2.2.C-11/1/KONV-2012-0008 azonosítószámú projekt keretében készült. A projekt az Európai Unió támogatásával, és az Európai Szociális Alap társfinanszírozásával valósult meg, és bemutatja a hozzáférés 1:1 modelljét, amely a BYOD modellel ellentétben elsősorban a táblagépekkel való oktatás keretrendszereként írják le. Az elméleti bevezetőt követően bemutatjuk a táblagépek iskolai alkalmazásának két lehetséges módját, és kiemelt figyelmet fordítunk az új elemzése lehetőség, a videós interakcióelemző szoftver, a Noldus Observer XT adta lehetőségekre.

Kulcsszavak: táblagép, iPad2, oktatás, e-biblioterápia, Noldus, Noldus Observer XT, videós interakcióelemzés

A method for simulation of the dynamic interaction between vehicle and railway track is proposed. The model has been designed to take into account the complexity of wheel-rail contact, railpad and ballast, with low computational requirements. A modal description of the rails and the sleepers is presented, imposing the coupling between these elements and the vehicle by means of the associated interaction forces. This provides a model with a reduced number of coordinates and therefore a low computational cost is achieved. It is shown that this model also enables to incorporate the associated nonlinear characteristics between the different elements by means of a simple formulation. r

The growing adoption of communication technologies to mediate teaching and learning processes fostered the study of asynchronous communication as an activity that can reveal students' behavior during learning processes. Much of the research conducted on this topic focuses on the application of interaction models to analyze the content of asynchronous discussions and assess their quality. Despite the existence of different models, the one developed by Gunawardena, Lowe, and Anderson (1997) remains as one of the most used in the study of online interaction. In this respect, the present work focuses on studies that mention the application of this model in its analysis and discusses the extension of its application as well as its limitations. Results reinforce the adequacy of the model to analyze knowledge construction in different types of communication tools, but they also suggest the need to look at how learning is orchestrated and the importance of re-defining some aspects of the model in question.

Mycotoxins are secondary fungal metabolites produced mainly by Aspergillus, Penicillium and Fusarium. As evidenced by large-scale surveys, humans and animals are simultaneously exposed to several mycotoxins. Simultaneous exposure could result in synergistic, additive or antagonistic effects. However, most toxicity studies addressed the effects of mycotoxins separately.
We present the experimental designs and we discuss the conclusions drawn from in vitro experiments exploring toxicological interactions of mycotoxins.
We report more than 80 publications related to mycotoxin interactions. The studies explored combinations involving the regulated groups of mycotoxins, especially aflatoxins, ochratoxins, fumonisins, zearalenone and trichothecenes, but also the “emerging” mycotoxins beauvericin and enniatins. Over 50 publications are based on the arithmetic model of additivity. Few studies used the factorial designs or the theoretical biology-based models of additivity. The latter approaches are gaining increased attention. These analyses allow determination of the type of interaction and, optionally, its magnitude. The type of interaction reported for mycotoxin combinations depended on several factors, in particular cell models and the tested dose ranges. However, synergy among Fusarium toxins was highlighted in several studies. This review indicates that well-addressed in vitro studies remain valuable tools for the screening of interactive potential in mycotoxin mixtures.

During the last years an increased interest has been observed on tools analyzing collaborative interactions that could be useful for researchers, teachers, or even students. The paper presents such a tool, based on the formally defined Collaborative Activity Function (CAF). The empirical evaluation of CAF is also presented. The evaluation is focused on teachers using CAF during and after sessions of synchronous collaborative problem solving among students.

The assistive technology and e-learning have been widely used to improve web accessibility for disabled users. One of the issues of online web-based applications is to understand how a user interacts with online application and the strategy by which he reasons to perform a given activity. Know what the web user is doing can provide useful clues to better understand his behavior in order to guide him in his interaction process. This study proposes a methodology to analyze user mouse movement in order to infer the task performed by the user. To do this, a Hidden Markov Model is used for modeling the interaction of the learner with an e-learning application. The obtained results show the ability of our model to analyze the interaction in order to recognize the task performed by the learner.

Large-scale genetic interaction studies provide the basis for defining gene function and pathway architecture. Recent advances in the ability to generate double mutants en masse in S. cerevisiae have dramatically accelerated the acquisition of genetic interaction information and the biological inferences that follow. Here, we describe a method based on F-driven conjugation, which allows for high-throughput generation of double mutants in E. coli. This method, termed Genetic Interaction ANalysis Technology for E. coli (GIANT-coli), permits us to systematically generate and array double mutant cells on solid media, in high-density arrays. We show that colony size provides a robust and quantitative output of cellular fitness and that GIANT-coli can recapitulate known synthetic interactions and identify new negative (synthetic sickness/lethality) and positive (suppressive/epistatic) relationships. Finally, we describe a complementary strategy for suppressor mutant identification on a genome-wide level. Together, these methods permit rapid, large-scale genetic interaction studies in E. coli.

Given that affordances are by definition sociomaterial, studying affordances helps us to provide empirical insights into sociomateriality. Furthermore, this typology of affordances enables us to empirically analyze the role of materiality as well as to theoretically explain how materiality affects the way people act and interact with each other and artifacts. Finally, important theoretical and methodological implications for the literature on sociomateriality are discussed.