Infusing Multiliteracies Into Museum Learning Practice for Inclusive Cultural Participation

Posted by Dr Stephania Savva

Description :

One of the most poignant discussions in the museum world, has been on issues of inclusion and access. Prolific museum figures like Nina Simon presenting in the recent Museum Next Conference in London, shared the vision behind OFBYFOR ALL, a new global initiative to help civic and cultural organisations become OF, BY, and FOR their communities. However, what is it that can help take the next step in terms of inclusion and learning within and out of museum grounds? 

This article draws on a doctoral research study to investigate museum’s democratic potential, through transformative approaches to pedagogy aimed at meaningful cultural participation.

The ‘meaningful’, stands for a degree of competence in reading, interpreting and constructing meaning from the existing multiple forms of language (Stapp, 1984: 112; Mitchell, 2007: 3). ‘Participation’ involves an ability to negotiate the complex dialogic relationship that exists between the written word, the spoken word, images, objects, time and space (Mathewson-Mitchell, 2007: 3).

Consideration of issues of access in relation to the significant literacy requirements of museums, suggests that increasing focus on the explicit teaching of museum-based literacies, could be the way through which to expand museum visiting opportunities for the less 'conventional' audience.

It is actually proposed that museum-based literacies could act as the means to the development of cultural competence in museum environments. This evolution in theory and practice of, and about museums, has been notably part of radical changes in the museum world since the 1970s, mostly known as new museology.

Museums as Agents of Change

The development of a “new museology” (Mayrand, 1985: 201), is a concept used to describe the focus on the potential of museums as a positive social force. Golding (2009) suggests the museums should act as frontiers, places where learning and identity are produced and developed for all, while new ‘bridges’ are raised between non-dominant communities and their own histories (Philip, 1992 in Golding 2009).

It became profound that if museums accept their educational role, “they must also accept their social responsibility to work towards supporting a participatory democratic society” (Hein, 2005: 50). We need to “take advantage of the current context, as ‘opening new educational and social possibilities’ (Cope and Kalantzis, 2000: 18), to promote democratic education and human needs...” (Early, 2007: 67).

Changing Times, Changing Literacy 

Ever since the 1960s, the nature of literacy practice and needs is changing; Hall (1989) suggests this is thought of as a consequence of New Times. New Times is an era of internalization, characterised by the breaking down of borders between local and global contexts resulting from rapid change in communicative practices (Gee, 2000: 183; Luke and Elkins, 1998).

One common element that has changed is that literacy has become inherently plural; thus researchers have problematized the very notion of literacy as a discrete set of skills. Luke and Freebody (2000) provide one of the more recent and useful definitions of literacy: 

"Literacy is the flexible and sustainable mastery of a repertoire of practices with the texts of traditional and new communications technologies via spoken, print, and multimedia". 

(Luke and Freebody, 2000: 9)

In such a perspective of literacy, the literate person is one who develops capacity to respond to emerging and communicative needs, a literate person who is a sophisticated user of texts. The individual engages with literacy practices as a decoder of text, as a maker of meanings, as a purposeful user of information and as a text analyst who employs critical thinking skills in the literate work (Luke and Freebody, 2000; Liddicoat, 2007: 20). 

Figure 1: Evolution of the concept of literacy over fifty decades

Although acknowledging contemporary, 21st century demands of ‘literacy’ and education, this definition does not incorporate the social context of literacy. Literacy is, as Gee (1996: 22) has aptly described, “a socially contested term”. To this respect, literacy is a social practice rather than merely a means to an end. 

Such a consideration draws on the paradigm of New Literacy Studies (NLS) and recognises literacy as a set of socially and culturally constituted practices enacted across and within social and institutional spaces. It acknowledges literacy as a social and historical construction that evolves dynamically (Giampapa, 2010: 4; Potvin, 2009; Garcia, Bartlett and Kleifgen, 2006). 

Literacy is seen as a social responsibility including a critical or transformative emphasis in which literacy is a tool to understanding social structure in which we live so we can transform it in meaningful ways (Gee, 1996: 58; Street, 1995). The social perspective of literacy, implies more than superficial contacts with print; it icorporates an understanding of how to manipulate words and concepts through complex daily social interactions in an accepted manner (Giampapa, 2010; Potvin, 2009; Reid, 1998; Kern, 2000) through cultural apprenticeship (Rogoff, 1990).

The ‘New’ in Literacies: Multiliteracies

Following the NLS paradigm, ‘multiliteracies’ have emerged. The term “Multiliteracies” immediately shifts us from the dominant written print text to acknowledge the complexities of practices, modes, technologies and languages with which literate people need to engage in the contemporary world.

The “New London Group” (a team of ten academics including James Gee and Allan Luke) came together in 1996 concerned about how literacy pedagogy might address the rapid change in literacy due to globalisation, technology and increasing cultural and social diversity. They employed the term ‘multiliteracies’ to address these issues (The New London Group, 1996).

Since then, The Ontario Ministry of Education has come up with a number of literacy initiatives, some of which are characterized by a critical and social view of literacy, where literacy is conceived of as "the ability to use language and images in rich and varied forms to read, write, listen, speak, view, represent, and think critically about ideas" (Expert Panel on Literacy Report, 2004: 5).

Figure 2: Multiliteracies and their design elements (Adapted from The New London Group, 2000)

Luke and Luke (2001: 92-94) echo this idea, and argue that new technologies have facilitated the emergence of new kinds of artefacts, such as digital storytelling, requiring new levels of engagement and development of higher and different mental faculties (i.e. new multiliteracies). Luke (2000) also talks about the critical multiliteracies - being able to understand, debate, and act upon the material, political, and social consequences of technological change.

An alternative view of literacy calls for a reconceptualization of literacy as reading and writing the world (Freire, 1970). This conceptualization foregrounds critical thinking in both teachers and students, and looks beyond functional literacy (reading and writing skills), to the knowledge and power relations in literacy discourses.

Agnello (2001) refers to this approach as postmodern literacy, and argues that through this approach “reading and writing become enhanced methods for exploring the democratic self and its formation through ideological exposure to knowledge and power relations formulated by educational policy texts. Through such exploration, literacy becomes a tool for self-, student, and social advocacy rather than commodity to determine whether one measures up satisfactorily on test scores” (Agnello, 2001: 24-25).

Museum Learning as a Multiliteracy Practice

Museum-based literacies or museum literacy, refers to the competence in drawing upon the museum, its space and collections using certain skills and practices. In 1984, Carol B. Stapp observed that “museum literacy” was then a newly emerging phrase that articulated the older idea of a philosophy of museum accessibility.

Museum literacy goes beyond ‘reading’ objects; which may be understood as visual literacy; it requires a deeper level of process and understanding of the multiple and interacting languages and modes of communication found in the museum. 

By broadening the view of museum literacy, it is acknowledged that the language that is involved in the museum is diverse and incorporates multimodal literacies including: linguistic, visual, audio, gestural, spatial patterns, technological and print-based (see for instance, Cope and Kalantzis, 2000: 160,203; Giroux, 1992; Hooper-Greenhill, 1999).

Figure 3: The multimodal literacies in museum-based pedagogy (Savva, 2016)

This view of museum learning redefines the goals and strategies of educators and the museum curricula. The idea of education in museums is seen as exploratory, broad, experiential, complex and multi-layered; museum strategies are now audience driven (Russo et al., 2007, Hein, 1998; Falk and Dierking, 2000).

To this discussion fits the incorporation of museum learning into the multiliteracies concept; this is facilitated by the realization that a display of material culture conveys messages about the people who created them and the times in which they were used (Pearce, 2003). 

The act of creating an exhibit is parallel to the act of producing knowledge. Exhibits are not simply displays, but systems of signs that express messages about culture. Museums and their exhibits reflect the ideology of those who create them.

In the same vein that “There is no such thing as ‘reading’ or ‘writing,’ only reading or writing something . . .” (Gee, 1999: 93), the same would hold true for creating exhibits. There is no such thing as displaying an artifact without displaying something about that artefact. Also, the interpretation of messages is similar to the deciphering of text, using the signs, symbols, objects, etc., of a museum exhibit as part of the process of creating meaning (Roberts, 1997).

Griffin (1999: 8) identifies the unique learning opportunities offered by museums as: opportunities to closely examine objects or specimens; opportunities for comparison that allow trends and patterns to be deciphered; natural learning processes that incorporate the sharing and communication of ideas and the raising of questions; and opportunities to develop perceptual skills that teach how to gather information from objects and experiences. 

Because museum exhibits make meaning through multiple media, multiple modes, and multiple symbol systems, the literacy practice of museum visiting is a multiliteracy. 

An interesting project exploring the latter, is the ‘Museum Literacy Project’ in 2008-2010, involving nine different museums, administrations and training institutions based in five European countries, supported by the EU programme Lifelong Learning - Grundtvig Learning Partnerships, 2008. The project focus was on museums and audiences with low schooling level, and how museum literacy can be reached and maximize the museum experience for these audience.

Dimensions of a Pedagogy of Multiliteracies for Museum Learning - The Research Framework

Taking into consideration the unique characteristics of the museum environment, I undertook an empirically-based doctoral study involving the design, enactment and evaluation of the Living Museum Partnership (LMP), a museum-school partnership that unfolded in 13 weeks for the construction of a student-generated virtual museum to support environmental education curriculum (Savva, 2016). 

Specific focus was on developing virtual learning environments and applying augmented reality to enhance culturally and linguistically diverse students' repertoires of literacy practices. This design-based research, draws from the field of New Literacy Studies, the proposed Museum Multiliteracies Practice (MMP) framework derived from the multiliteracies pedagogy of the New London Group, the Learning by Design Model adapted from Cope and Kalantzis and Schwartz’s museum based pedagogy.

Figure 4: The pedagogies interacting in the Museum Multiliteracies Practice framework (Savva, 2016)

It is proposed that museum educators and learning professionals undertake an approach for teaching and learning in the museum setting which incorporates multiliteracies pedagogy. Identification of museum literacies requires thorough examination into the interaction of modes that are evident, the incorporation of multiliteracies implicated, the various sign systems that are employed, and the unique nature of the museum learning environment (Mathewson-Mitchell, 2007: 7-8).

The focus should be not only on literacies as communication (meaning for others, as supports for social interaction). My doctoral research for instance also emphasized on literacies as a form of representation (or meanings for ourselves, as supports for thinking).

Cope and Kalatzis (1996, refined 2000, 2009) elaborate on the potentials of a ‘Pedagogy of Multiliteracies’ in fulfilling these aspirations. Two important ideas brought in a multiliteracies pedagogy are Learning by Design and Multimodality.

Learning by Design, is building into curriculum the idea that not every learner will bring the same lifeworld experiences and interests to learning, as well as acknowledging that every learner is not on the same page at the same time; pedagogies of learning are re-configured to construct learning as “a dialogue of difference” (Cope and Kalantzis, 2005: 31). The idea of Multimodality discusses learners’ movement between written, oral, visual, audio, tactile, gestural and spatial modes of meaning-making (Cope and Kalantzis 2005, 2009). 

On this basis, the New London Group (1996) has proposed a multiliteracies pedagogy consisting of situated practice, overt instruction, critical framing, and transformed practice.

• Situated practice includes learners’ prior and present experiences in a community of learners (composed of experts and novices). 

• Overt instruction involves the teacher’s or expert’s interventions to scaffold (Bruner, 1983) or support learning and increase the learner’s consciousness about learning. Scaffolding is a metaphorical concept that refers to the visible or audible assistance that a more expert member of a culture can give to an apprentice (Bruner, 1983, 1986). You might also note Vygotsky’s Zone of Proximal Development (ZPD), that relates to Bruner’s notion of the scaffold here. 

• Critical framing refers to learners interpreting the historical, cultural, political and ideological contexts of learning.

• Transformed practice includes implementing new understandings through reflective practice in other contexts.

Figure 5: The Multiliteracies Model and Learning by Design (Adapted from Kalantzis and Cope, 2000)

Also identified within the Learning by Design Model are four knowledge processes (See Figure 5 above). The knowledge processes identified are:

(a) Experiencing the known and the new

(b) Conceptualising by naming concepts and theorising 

(c) Analysing functions and interests 

(d) Applying appropriately and creatively.

Findings and Implications for Museum Learning Practice

Stapp (1984) had argued that schools do not address the knowledge, skills and attitudes for museum literacy. Recent observations of the characteristic use of museums by school-based teachers suggest that a relatively passive, idealist approach to museum experiences, as identified by Stapp, has continued, with teachers lacking confidence and competence in the museum setting (Mathewson-Mitchell, 2006). 

Based on the findings of my doctoral research, it is suggested that addressing museum-based multiliteracies leads to effective museum-school partnerships and meaningful museum learning practice. Research data suggested that students’ repertoires of literacy were enhanced as they engaged in the learning process as active designers and multimodal learners (Savva, 2016). It was found that students gained opportunities to:

Figure 6: Findings of Museum Multiliteracies Practice research (Savva, 2016)

It is proposed that any museum education programme or museum-school partnership or collaboration pays attention to the following key principles:

1. Teaching children, especially digital natives of our time, to be literate in any setting is not just a set of skills that can be transferred. Rather, education needs to enable them to participate in social situations using the required literacy practices.

2. Museum visiting is seen as multiliteracy practice; as such it requires specific museum-based literacies that are rarely identified or explicitly taught by museums or schools.

Conclusion

Ultimately, this brief review and presentation of the proposed empirically based, research framework for museum learning practice, forms a pathway to follow for inclusive cultural participation at any level and age. The London New Group’s (1996) ideas further developed by Cope and Kalatzis (2000; 2005; 2006) for a Pedagogy of Multiliteracies, could inform the development of the specific literacy requirements of museums, in a way that could lead to full museum literacy and a transformative cultural engagement and participation for diverse audiences.

Investing in Regenerative Medicine at the Local Level

Posted by Andreas Christodoulou

Description :

Investors are always looking for that next big thing to put their money into. The medical field is rife with such opportunities, thanks to ongoing advancements that are making it possible for us to treat all sorts of things that were previously out of reach. If you are an orthopedist, aesthetic practitioner or GP, you might want to consider your own local investment in the emerging area of stem cell therapy.

Take 'local investment' to mean investing in your own practice. Put the time and effort into PRP and stem cell training by attending courses that will teach you how PRP and stem cell therapies work and the procedures necessary to implement them. Apex Biologix, a company located in Murray, Utah, is one example of a competent trading provider you could work with. They have already assisted more than 200 clinics in establishing regenerative medicine services.

Worldwide Market Expected to Boom

There would certainly be nothing wrong with investing in a company directly involved in the manufacture and sale of regenerative medicine products. In fact, such investments would be rather wise. Recent numbers suggest the global market for regenerative medicine will reach nearly $39 billion by 2021. The expected rate of growth should be just under 24%.

Those numbers are pretty impressive by any standard. But here's what you need to know as a doctor: a significant portion of that $39 billion will not be realized through investments in the industry's corporate players. Rather, it will be spent by patients looking for regenerative medicine for wound care, orthopedic treatments, and aesthetic medicine. You can get your share of the action by undergoing training and then adding regenerative medicine to your own practice.

Investing in the Future of Medicine

An analysis of the regenerative medicine market suggests that investment is being driven by an expectation that the future of things such as PRP and stem cell therapy looks good. When investors spot something in which they see a lot of potential, they are not afraid to put their money behind it. And wherever the markets go, reality often follows.

With that said, the strong investment in regenerative medicine suggests that anticipated growth will become a reality. Institutional investors will put money into the companies producing products and therapies, companies like Apex Biologix will invest their resources in training doctors and supplying them with equipment, and patients will invest in the actual procedures that will help them live healthier lives.

How to Get Trained

Doctors looking to invest in regenerative medicine can take a series of training courses depending on the kinds of services they want to offer. Continuing with Apex Biologix as the example, they offer training courses for both PRP and stem cell therapy. Their courses cover aesthetic medicine, orthopedics, and marketing regenerative medicine services to clients.

Their longest training course is a two-day affair held at various locations around the country. That two-day course centers around stem cell therapy for orthopedic applications. Apex Biologix also offers a one-day training course in PRP therapy for aesthetic medicine. Both courses include additional training for marketing regenerative medicine procedures.

Conclusion

As much as we don't like to talk about it, medicine is a business that requires a certain level of revenue to keep the lights on and the doors open. It is clear that institutional investors are rather optimistic about the future of regenerative medicine, so much so that they are willing to put their money behind it. Doctors can invest in their own practices by receiving training and then adding regenerative medicine to what they currently offer patients.

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6 Ways to Nurture Learning for Digital Natives

Posted by Dr Stephania Savva

Description :

For many people, the term ‘digital native’ might sound a little strange. It’s not literally someone who lives on the internet, as that might be a little bit impossible. What it does offer, though, is a term which has become increasingly popular in the last decade and a half. Coined by the excellent Marc Prensky in 2001, this term – the digital native – describes the inability to help the next generation, namely the digital natives who were born in the millenia learn in and through technology. Teachers and educators are increasingly finding it more difficult to relate and understand the needs of the generations that preceded them.

Today, as the infographic below shows, people like digital natives tend to get their information through the web and have a different means of learning and then processing information. Therefore, academics are often confronted with the challenges that traditional methods of education that they once employed with such success no longer hold the same ideals.

So, what are some other ways can ‘digital natives’ be taught?

1. Multiliteracies and Multimodal Learning

Supporting meaningful teaching and learning for the 21st century requires to adhere to an expanded view of literacy, which reflects the multimodal meaning making of digital natives and not alone. It has been proposed to promote a pedagogy of multiliteracies involving learning using not only spoken and written words, but also images and symbols of all kinds, sounds and music, bodily gestures and movement, and physical and virtual objects. Educators therefore have a new charge in the new era, to teach these competencies and multimodal literacy practices that students need to acquire and utilize in various contexts in order to succeed in the postmodern world.

2. Collaborative Learning

Probably the most striking way in which we can help the next generation learn to change and grow academically is through collaborative learning. Instead of expecting everyone to dig their noses into academic books and read from the same select sources, we should prepare for digital natives to have more diverse sources and opinions on certain subjects.

It’s important that it is realized how collaborative learning is probably the major secret to making the digital natives out there more comfortable to learn. There are lots to consider about the value of learning as a member of a group and by actually taking part in the learning process through up taking different roles. No longer do people get the same enjoyment from just reading from a book and taking cues from there. To add another bow to the way that the next generation will be learning, we have to appreciate that their means of education differs.

3. Avoid Pretension

One of the major flaws in digital native learning is when a ‘digital immigrant’ (those of an older generation without the same comfort and thought process in digital learning) tries to pretend they are from a more modernized background. It comes across as false and cannot be a valid source of helping to stimulate and improve the level of learning that students can do in general.

This is a major issue and one that has to be addressed. A teacher must find a way of working as the core organizer of the subject, and the person who helps the students to learn. What they no longer have to be, though, is the font of all knowledge and fact. Teaching has moved beyond the head of the classroom being the holder of all the facts. Digital natives find it easy to topple the academics and the experts, so it’s important that schools take this into account as it will majorly determine the next steps in the industry.

A teacher must find a way of using the knowledge they do have to offer the information in a way that can be used a supplement, not as the only fact available.

4. Keep Teaching Human

However, whilst it’s important that teachers avoid going down the route of trying to become false in their educational style, they also need to find a way of making sure that they can keep the human interaction side of things burning as bright as it possibly can.

The human element of learning from a teacher is never going to be going away anytime soon. Teachers have to accept that now students can learn from them even if they are not face-to-face. The rapid growth of distance education means that the education process has to be respected as having changed so dramatically.

Keeping the human element – acting as the person to throw logic into arguments and debates – is a key of being good at teaching the digital natives. They need to know they can learn from multiple sources, but also that their teacher does hold information that they can learn from.

5. Provide a Purpose

Nobody wants to learn from you, no matter how humanized you can be and how far away from the authoritarian image of a teacher you can be, if you do not have a purpose to the learning. Students struggle to just listen to you talking on for an hour and a half – if they want to read a massive wall of text or listen to an interview they do not participate in; they will find it.

The days of memorization (thankfully) are gone in the classroom – it’s now madness to expect that students will just put up and let you make your point these days. Students now read into topics that engage them and interest them, rather than always constantly looking to the power of the teacher to help them learn in the first place.

Give a native control, though, in other words encouraging self-directed learning and they will make the most of that. Let them dictate the learning path in the room and they can find their own way there. Students want to know what they are doing, and why they want to know that in the first place. Act as a facilitator, make your ideas interesting, and students are more likely to want to listen and make that a lesson worth hearing.

Try and just narrate from a book and expect them to learn though? You’ll be shocked.

6. Square Pegs, Square Holes

Many teachers fear that learning through hybrid – typical teaching and eLearning – is the wrong way to go. However, this comes from experience personally as they never had this extra side to their education. As such it’s probably something worth avoiding. That’s the train of thought that many teachers go with – and it’s also why many teachers fail to excite or adapt.

Provide a research-based approach to your learning together. In class, use supplementary content from the web that backs up your point but is put in a more “interesting” tone. Digital natives care not for just your take on things, but back it up with some cool content online they can review themselves? They’ll be far more likely to actually listen. In this sense, different approaches have been employed, for instance, using WebQuests to excite and motivate students through extensive use of online resources.

With so many of the digital native generation in need of technology to feel stimulated now, it’s important that teaching does not fall behind long-term. Sticking with the old ideas and refusing to adapt the way that students are asked to learn, though, will create a chasm that cannot be bridged.

BE SURE TO READ ALSO: Three Ways to Protect Your Students From the Dangers of Technology

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Why It's Worth Investing in Machine Learning for Medical Diagnosis

Posted by Andreas Christodoulou

Description :

Artificial Intelligence (AI) is proving to have a tremendous impact on people in the postmodern world. In fact, the evidence from advances in the field of Artificial Intelligence suggests it has helped improve people's lives. 

Machine Learning can be considered as an important subfield of Artificial Intelligence. During the last decade, Machine Learning is widely used in a variety of areas, including the complex healthcare industry. 

The healthcare landscape can be divided into three main categories. These include: 

1. Large Institutions

These could be private hospitals and universities as well as research centers specializing in medical care.

2. Solo Physicians

Physicians who are engaged with private practice belong to this category. They are working hard to resist the trend that focuses on consolidation.

3. Healthcare Professionals

This category includes administrators, physical therapists and nurses who play a major role behind successful practice.

All these practitioners have their own goals and strategies or principles which guide their practice. These goals can further be distinguished into two main categories:

(a) To assist the patients in order to live a healthier life.

(b) To do their work in an efficient way to keep the patients satisfied with treatments.

Challenges for the Healthcare Industry 

Regardless of the background and category of the healthcare industry to which someone belongs, there has been an increasing interest in taking advantage of the potential of Artificial Intelligence such as Machine Learning for medical purposes, like for example medical diagnosis. 

It is not by random that scientists and researchers invest in Machine Learning in this particular area. There are variant reasons which lead to this decision. The effectiveness of this sort of technology holds a prominent place among the reasons for deciding to take advantage of this vast field for medicine. 

Working in contemporary societies means healthcare professionals constantly have to deal with different challenges under stressful environments. Although there is an obvious inbalance between the number of staff available and patients waiting in line to be served, it is not possible to reduce the quality of treatment just because of the high volume of work. In other words, these professionals need to offer the optimum treatment to each and every patient, even under pressure. Physicians who belong to larger groups face perpetual pressure as well because they need to see more patients within the shortest possible time while maximizing their performance. Therefore, time is of essence, as well as accuracy in diagnosis.

On the other hand, Electronic Medical Records (EMRs) which were gradually introduced in most modern healthcare facilities, are constantly being upgraded and changed. As a result, the physicians spend too much time to get the required training in order to effectively use the technology. It is imperative that they follow up any upgrades in order to be able to document all their encounters in electronic medical records.

Cost reduction is another challenge that physicians nowadays are faced with on a daily basis. Both solo practices and large academic institutions have to deal with this challenge. The efficiency of treatments is extremely important on a societal level as well. That’s mainly because it can lead to resource utilization and preventative care.

Investing in Machine Learning

Machine Learning has the potential to provide a convenient solution for all these challenges. Stemming from the proliferation of Artificial Intelligence, Machine Learning has gone through a significant development throughout the last two decades. At the moment, it is powerful enough to make near perfect diagnoses. As a result, practitioners utilizing this technology will be in a position to figure out the best possible treatment for their patients. Additionally, they have the potential to figure out which patients are at a higher risk for poor outcomes and predict re-admissions.

In general, it can be claimed that Machine Learning can enhance the health and well-being of patients while keeping the costs low. The improvements in Machine Learning related to medical diagnosis are taking place at a rapid pace. However, it is still under development and a lot of resources need to be invested to enhance the efficiency of this revolutionary technology.

Machine Learning for medical diagnosis is not something new to the world. It has been there from the early stages of healthcare informatics. During this time, the term “healthcare informatics” was not even used. The Machine Learning algorithms were initially introduced at this time and they were supported by vector machines and Artificial Neural Networks. This area was highly researched at that time and that’s the main reason why you can see it in a large number of publications. Research is still being conducted in this area and it has created plenty of investment opportunities which are now renewing the interest in advancing the field.

Such an example can be found in terms of the accuracy of a diagnosis. It is true that experienced physicians can diagnose the health conditions of patients by having a look at them. However, this method is not 100% effective. That’s where Machine Learning comes into play. The chances of Machine Learning and Artificial Intelligence delivering incorrect results are extremely low. However, it is important to keep in mind that Machine Learning is not advanced enough yet to deliver 100% effective results to healthcare professionals and further research is needed. That’s the main reason why millions of dollars are being invested in this technology.

Research and Practice at a Global Scale

Findings from a recent empirical research paper indicate that Artificial Neural Networks can be used to detect prostate cancer among individuals in an effective manner. The study has a strong interdisciplinary interest in particular among computer scientists and physicians. This is just one study that was conducted in this specific and challenging field of interest; there are several more applications of Artificial Neural Networks which diagnose medical conditions.

Still, despite the different applications of Machine Learning for medical diagnosis, these are not as popular in every corner of the world. The technology is still improving and it appears that a lot of eastern countries invest their money in this technology. However, some of the physicians in Asian countries have not even heard about the concept of Machine Learning. Nevertheless, it is expected that once Machine Learning becomes more widely known there will be high demand because of its real-world applications and practicability.

Conclusions

It becomes obvious that the future of Machine Learning in medical diagnosis looks promising. Healthcare professionals and researchers specialized in different areas of medicine such as cardiovascular diseases and neurological symptoms look to incorporate Machine Learning in their work in order to cope with the aforementioned challenges as well as increase their performance and save more lives. However, it is not possible to advance their science without substantial funding. Therefore, it would be a wise idea for institutions and authorities at large to invest significant proportions of money in Machine Learning since there are numerous benefits as already mentioned in this article.

Overall, it is apparent that professionals and practitioners employing Machine Learning are particularly excited about the meaningful implementation of Artificial Intelligence in the healthcare industry. The most aspiring uses of the technology suggest it has the potential to transform the healthcare industry to a better one which can truly nurture for the longevity of humans. 

The Machine Learning algorithms are constantly being updated in order to achieve better results. Therefore, investing in this technology for medical diagnosis can be considered as an excellent idea for governments and research institutions. This sort of investment decision is a step towards a more fruitful future in terms of healthcare.

YOU SHOULD READ THIS: An Overview of the Human Genome Project

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Augmented Reality and Its Applications for Education

Posted by Andreas Christodoulou

Description :

Augmented Reality (AR) has had a tremendous impact on education during the past few years. 

It started out as something really “cool” before developing into one of the most useful resources available for learners. 

What Exactly is Augmented Reality? 

Augmented Reality, which is also known as AR can simply be defined as the process of viewing or scanning a trigger image through a mobile device. This process would give life to a subsequent action. This action can be another image, a video, QR code, 3D animations, games or whatever you want it to be. Even a GIF image can be considered as an AR in action.

The Impact of Augmented Reality on Education

Imagine that you are a student who is sitting in a history class. The lesson you are going to learn is about Egyptian Temples. Augmented Reality has the potential to create a realistic 3D environment of the temple and you will be able to learn it in more of an interactive and appealing way without even leaving the classroom. You can view every corner of the temple and get a clear view of it. That’s the beauty of AR.

Augmented Reality can be used in education via many different methods. These include:

• Virtual Reality

Even though Virtual Reality mainly focuses on games, it can be used effectively in training and education as well. The immersive learning experience delivered by Virtual Reality has contributed a lot towards its popularity. A 3D immersive environment or a 360 degree video shot becomes useful when teaching new languages for students. A large number of learners will be able to get connected to the same virtual space as well which is particularly useful at a time of globalization and increased connectivity between countries via the internet.

• Virtual Reality Glasses

Virtual Reality glasses have also received a lot of attention in the recent past. More specifically, they have become particularly popular among students who are looking for a convenient method to learn marine biology. That’s because virtual glasses are in a position to immerse the students in a seabed environment and help them learn in an effective manner. This method of teaching is not associated with print books. A tablet is being provided to the student by the teacher and the student is asked to follow what appears on the screen. The students can then simply ask what animals are invertebrates and what vertebrates are. Then the students are asked to point them out by having a look. At the end of the lesson, the teacher would be able to know who has got it right and who has not.

• 3D Objects and Motion Capture

Offering training on 3D objects is not an easy thing to do. People who learn about these objects will not be able to get a clear understanding until they interact with the objects. That’s where 3D Objects and Motion Capture comes into play. This method is based on motion capture technology where the students will be asked to reposition the 3D objects that they see.

• Virtual Learning Environments

Virtual Learning Environments involve a platform where students and teachers can come together and collaborate with each other through an intranet. Teachers can use this network in order to create and send homework for their students. In addition, students can complete the assignments and submit them over the network themselves. In this way it is possible for the teachers to have the homework submitted and gathered in an organized manner, as well as being able to access useful statistics at the end of the day. Virtual Learning Environments have changed how traditional class sessions are managed and are thought of as a revolutionary way of e-learning.

Feedback and Monitoring Through Augmented Reality

Feedback and monitoring holds a prominent place in the education system. Otherwise, teachers will not be able to figure out whether they reach the educational objectives or not. Augmented reality creates an ideal platform to achieve this traceability. For example, the teachers will be able to get a clear understanding of what content is mostly viewed by the students and what assignments are completed by them. This type of information can be used in order to make important decisions respective to the students’ learning styles and performance.

Here is a list of some useful applications based on Augmented Reality, which can be used to enhance the quality of education:

1. HP Reveal (formerly Aurasma)

One of the most popular applications allowing to bring tagged images, objects and even physical locations to life. Using interactive digital content like video, animations and 3D scenes named Auras, Aurasma unfolds the amazing world of Augmented Reality with the ‘explore’ and ‘featured’ sections to retrieve the latest Auras. This app has been widely used in education since it allows the teacher and student to create their own interactive content. School displays come to life with this great tool!

2. Spacecraft 3D

This remarkable app created by NASA themselves and recently upgraded, as the name probably gives away, is more closely related to science or space teaching. Once you download Spacecraft 3D and print off the ‘markers’, it is possible to use your iPad’s camera to make a three dimensional spacecraft appear right before your eyes. There is also the option of taking a closer look to the structure of Rovers, Satellites and Telescopes while also looking at all angles of the technology since there are moveable parts on some of the crafts. These features can be quite engaging for children yet the app allows also to single handily bring a research lesson to life. Based on the content this app can be used in particular for students aged Key Stage 2 and 3.

3. Butterfly Fingers

Butterfly Fingers is one app that makes use of the Augmented Reality in combination with SEN. What the app does is that it places animated butterflies in the room while you look through the iPad’s camera. You might be stunned but this fluttering of butterflies can create a calming environment in the classroom especially when you have a very vivid student population. Importantly, the app does not require to be excellent in fine motor skills so it can be useful with children with special educational needs and all age groups.

4. Quiver

Whilst for many applications using AR, the user basically points the tablet’s camera at something and watch the effect, there is nothing physical about the endeavour. In contrast, Quiver is a fantastic app which allows you to physically customize the Augmented Reality object using coloring pages as triggers, and this video shows it in action. The way to do this is simply by downloading and print off markers which you can color and redesign yourself. Once the child (or adult) draws a picture and sketches its parts, pointing at the colored image using the tablet turns it into a three dimensional animation with moveable parts. There different markers, all enabling for creative and imaginative artistic learning. For example, the app can help a child visualize a character and stimulate more ideas for scripts, storyboards etc. 

5. AR Flashcards – Animals Alphabet

One extremely favourable app is AR Flashcards. The app is rather simple: there is a card for each letter of the alphabet, featuring one animated animal for every letter. You therefore realize that immediately the app allow you to play with twenty six Augmented Reality animals. There are more exciting stuff to do though, like using a huge number of dinosaur flashcards available for free. This creates endless educational potentials, ranging from phonics teaching and early language development, to topic-related learning such as using the dinosaurs which are pretty popular among children. Embedding these flashcards in your classroom teaching can therefore help with story writing, artistic endeavours, research projects and so much more!

6. Google Sky

A very interesting Augmented Reality app by the colossus focused on learning about astronomy in a fun and engaging way. Google Sky Map allows you to directly identify stars and constellations using a smartphone camera rather than through a book.

7. FETCH! Lunch Rush

A great educational game app to get elementary level kids to overcome their fear of Maths by learning, Fetch! Lunch Rush released by PBS KIDS uses printable cards as Augmented Reality pieces. Designed in 3D, the app uses the smartphone camera to place graphics in real-world surroundings. Specifically, there is a plot in the game where students help Ruff the Dog feed sushi to a movie crew by solving math problems. 

8. GeoGoogle

GeoGoogle is awesome when it comes to expanding students’ geography skills and help them measure distances to specific destinations, like latitude and longtitude by applying GeoGoogle to real-world surroundings. 

9. AugThat

One former teacher developed AugThat specifically targeting students that are not motivated to follow the classroom routine. Using the app's features, it is possible to create animated lessons in a variety of topics to engage students, including 360-degree virtual environments and 3-dimensional experiences.

10. Elements 4D

One of the most quality apps created by DAQRI, a powerful AR developer, is the application Elements 4D. As the name implies, this app brings elements of the periodic table to life to allow students of elementary, middle and high school level, see chemistry in action. The app work by printing out and assembling blocks that are used as trigger images for an AR experience. There are also lesson plans available for integrating Elements 4D at the DAQRI's website.

11. 4D Anatomy

Another amazing app by DAQRI, Anatomy 4D, allows teachers to design their own anatomy lessons by allows to view 3D images of the human body and heart. The app works by having teachers print off one of the target images and have students look at it through the app. This way they can learn about the different biological systems and bring the human body to life in a fascinating way, turning them "on" and "off" with the touch of a button.

12. Layar

This application employs Augmented Reality features to scanned print materials to enable a rich digital experience. Some of the app’s characteristics include seeing magazines come to life with videos on top of pages, browsing and viewing thousands of Geo Layers to find nearby stuff, enjoying interactice print with pop our content, and sharing your interactive print experiences without having to scan. Layar is thus one great app for use on a variety of learning projects. 

These are only a few Augmented Reality applications that are related to education. You can find a variety of similar applications that have taken the entire education system to a whole new level. Given this increased interest in Augmented Reality in the field of educational technology and technology enhanced learning, substantial empirical research has taken place in the past two decades to determine how this technology meaningfully engages students. 

Conclusion

The existing evidence so far suggests a variety of benefits from using Augmented Reality and similar immersive experiences during the lesson. More research however is needed before a conclusive argument is made, and what is certain, is that the use of Augmented Reality for educational purposes, like any other trending method, should be accompanied by a solid theoretical background while also addressing the individual needs of the particular classroom at hand.

READ THIS NOW: The Potential of Blended Learning for Steering Education

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*by andreascy*

The Enormous Rise of Artificial Neural Networks

Posted by Andreas Christodoulou

Description :

Artificial Neural Networks, which are also known as ANNs have received a lot of attention recently. The increasing awareness of Artificial Intelligence has contributed a lot towards their popularity.

The Artificial Neural Networks can simply be defined as biologically inspired networks. In other words, these networks work similar to the human brain. As is probably well known, the human brain consists of billions of special cells named as neurons. To be precise, it has been estimated that a typical human brain consists of about 150 billion neurons. These neurons are inter-connected with each other to form a network. As a result, the human brain can be considered as a collection of neural networks.

The Concept of Neural Computing

The application of Artificial Neural Networks is known as Neural Computing. Neural computing uses a limited amount of concepts that are borrowed from biological neural systems. The main objective of Artificial Neural Networks is to simulate massively parallel processes that are associated with interconnected processing elements in network architecture. An artificial neuron would be the building block of an Artificial Neural Network.

A neuron would receive inputs from the other neurons that are connected to it. And conversely, the output of a neuron will be passed to several other connected neurons. The same mechanism takes place within the human brain as well. Likewise, the artificial signals processed by the neurons can be changed. How Artificial Neural Networks process information entirely depends on its structure. The algorithm that is being used to process information can also create an impact on it.

Application and Benefits of Artificial Neural Networks

Artificial Neural Networks can be applied to a variety of scenarios. The benefits that are associated with these applications have contributed a lot towards their proliferation over the past decade. The most popular areas where ANNs are being applied include learning, pattern recognition and interpretation of noise and incomplete inputs.

Humans follow a different approach when solving problems when compared to computers. The objective of Artificial Neural Networks is to make computers think and solve issues like human beings. This can help computers to solve complex problems, which cannot be solved with a rule based approach. In other words, Artificial Neural Networks are being used to solve complex problems that cannot be simulated using analytical or logical techniques. They have the potential to solve issues, which cannot be solved even with expert systems. Pattern recognition is a perfect example to prove the aforementioned fact.

Artificial Neural Networks are in a position to analyze large amounts of data in an effective manner. After the analysis, it can establish characteristics and patterns, where rules or logic are not known. Loan applications are a perfect example for such a situation. After going through a large number of historical cases, the questionnaire of the applicant is either accepted or rejected. Only Artificial Neural Networks have the ability to automate this process of approving loans.

Artificial Neural Networks also have the ability to create profiles or patterns of applications that need to be denied or approved. Then a new application is matched against a pattern by the computer. The computer would gain the intelligence to classify whether it is a “yes” or “no”. Otherwise, it would go for the decision of humans. That’s the main reason why neural networks are being used for a variety of financial applications such as predicting exchange rates, predicting bankruptcy and determining when to purchase and sell stock.

Artificial Neural Networks and Smart Computers

Computer systems have gone through significant development throughout the past few years. Artificial Neural Networks have contributed a lot towards this evolution. As a result, people in the 21st century prefer to use computers to accomplish most of their day to day needs.

A traditional computer has the potential to perform millions of operations within a second. However, this type of computer is not in a position to think like a human and make decisions by themselves. In other words, the traditional computers do not have the ability to perform certain tasks on their own. You will need to program those computers to make them perform certain tasks, but you will not be able to make them solve problems in the way humans do. That’s where Artificial Neural Networks come into play.

Artificial Intelligence can simply be defined as a set of techniques, which are entirely based on the behavioral patterns of the human brain. It can learn on its own and make decisions like humans do. Most of the living beings that exist on this planet are biological systems that learn on their own. They are capable of making useful decisions as well. Generally these decisions are based on the instinct of survival.

Human beings need to learn before they can make decisions. The same principle applies for machines as well. Machines differ from biological systems though in that they will have to learn new things through mathematical algorithms. However, Artificial Neural Networks have given machines the opportunity to learn new things like human beings. This has given life to a brand new aspect in computing as well.

The use of Artificial Intelligence and Artificial Neural Networks are being implemented mostly in the software industry at the moment. This has the potential to emulate the parallel nature of an Artificial Neural Network into a linear system. As mentioned earlier, Artificial Neural Networks are being used on a variety of applications such as image reconstruction, character recognition and voice recognition.

Neural networks can also be found in a variety of applications such as robotics. People however are extremely concerned about automation and the danger of robots taking over their lives as a result of advances in the field of Artificial Intelligence and Machine Learning. These fears derive from the fact that whilst Artificial Intelligence is helping the humans to achieve a better standard of living, it is also important to keep in mind that transferring the biological capabilities of humans to computers can make us more dependent on them.

In this respect, special attention has been attributed towards Artificial Neural Networks. This is because Artificial Neural Networks have the ability to make computers think like human beings and solve complex problems which in effect means that it can humanize computers. Such a prospect creates all sorts of anxiety and extreme scenarios. Nevertheless, for the time being, research is focused on different medical applications of ANNs with beneficial results for humans. What remains to be seen is how future research and practice in this exciting area will continue to grow.

READ THIS: Real Life Super Humans Via Robotic Software

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*by andreascy*