| 1. |
- Airey, John, 1963-, et al.
(författare)
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On the Disciplinary Affordances of Semiotic Resources
- 2014
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Ingår i: Book of Abstracts. ; , s. 54-55, s. 54-55
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Konferensbidrag (refereegranskat)abstract
- In the late 70’s Gibson (1979) introduced the concept of affordance. Initially framed around the needs of an organism in its environment, over the years the term has been appropriated and debated at length by a number of researchers in various fields. Most famous, perhaps is the disagreement between Gibson and Norman (1988) about whether affordances are inherent properties of objects or are only present when they are perceived by an organism. More recently, affordance has been drawn on in the educational arena, particularly with respect to multimodality (see Linder (2013) for a recent example). Here, Kress et al. (2001) have claimed that different modes have different specialized affordances. Then, building on this idea, Airey and Linder (2009) suggested that there is a critical constellation of modes that students need to achieve fluency in before they can experience a concept in an appropriate disciplinary manner. Later, Airey (2009) nuanced this claim, shifting the focus from the modes themselves to a critical constellation of semiotic resources, thus acknowledging that different semiotic resources within a mode often have different affordances (e.g. two or more diagrams may form the critical constellation).In this theoretical paper the concept of disciplinary affordance (Fredlund et al., 2012) is suggested as a useful analytical tool for use in education. The concept makes a radical break with the views of both Gibson and Norman in that rather than focusing on the discernment of one individual, it refers to the disciplinary community as a whole. Put simply, the disciplinary affordances of a given semiotic resource are determined by those functions that the resource is expected to fulfil by the disciplinary community. Disciplinary affordances have thus been negotiated and developed within the discipline over time. As such, the question of whether these affordances are inherent or discerned becomes moot. Rather, from an educational perspective the issue is whether the meaning that a semiotic resource affords to an individual matches the disciplinary affordance assigned by the community. The power of the term for educational work is that learning can now be framed as coming to discern the disciplinary affordances of semiotic resources.In this paper we will briefly discuss the history of the term affordance, define the term disciplinary affordance and illustrate its usefulness in a number of educational settings.
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| 2. |
- Airey, John, 1963-, et al.
(författare)
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The Concept of Disciplinary Affordance
- 2014
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Ingår i: The 5th International 360 Conference. Encompassing the multimodality of knowledge, May 8-10 2014, Aarhus University, Denmark. ; , s. 20-
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Konferensbidrag (refereegranskat)abstract
- Since its introduction by Gibson (1979) the concept of affordance has been discussed at length by a number of researchers. Most famous, perhaps is the disagreement between Gibson and Norman (1988) about whether affordances are inherent properties of objects or are only present when perceived by an organism. More recently, affordance has been drawn on in the educational arena, particularly with respect to multimodality (see Linder (2013) for a recent example). Here, Kress et al (2001) claim that different modes have different specialized affordances. In this theoretical paper the concept of disciplinary affordance (Fredlund et al., 2012) is suggested as a useful analytical educational tool. The concept makes a radical break with the views of both Gibson and Norman in that rather than focusing on the perception of an individual, it focuses on the disciplinary community as a whole. Put simply, the disciplinary affordances of a given semiotic resource are determined by the functions that it is expected to fulfil for the discipline. As such, the question of whether these affordances are inherent or perceived becomes moot. Rather, the issue is what a semiotic resource affords to an individual and whether this matches the disciplinary affordance. The power of the term is that learning can now be framed as coming to perceive the disciplinary affordances of semiotic resources. In this paper we will discuss the history of the term affordance, define the term disciplinary affordance and illustrate its usefulness in a number of educational settings. ReferencesAirey, J. (2009). Science, Language and Literacy. Case Studies of Learning in Swedish University Physics. Acta Universitatis Upsaliensis. Uppsala Dissertations from the Faculty of Science and Technology 81. Uppsala Retrieved 2009-04-27, from http://publications.uu.se/theses/abstract.xsql?dbid=9547Fredlund, T., Airey, J., & Linder, C. (2012). Exploring the role of physics representations: an illustrative example from students sharing knowledge about refraction. European Journal of Physics, 33, 657-666.Gibson, J. J. (1979). The theory of affordances The Ecological Approach to Visual Perception (pp. 127-143). Boston: Houghton Miffin.Kress, G., Jewitt, C., Ogborn, J., & Tsatsarelis, C. (2001). Multimodal teaching and learning: The rhetorics of the science classroom. London: Continuum.Linder, C. (2013). Disciplinary discourse, representation, and appresentation in the teaching and learning of science. European Journal of Science and Mathematics Education, 1(2), 43-49.Norman, D. A. (1988). The psychology of everyday things. New York: Basic Books.
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| 3. |
- Aslani, Mohammad, et al.
(författare)
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A Spatially Detailed Approach to the Assessment of Rooftop Solar Energy Potential based on LiDAR Data
- 2022
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Ingår i: Proceedings of the 8th International Conference on Geographical Information Systems Theory, Applications and Management - GISTAM. - Setúbal : ScitePress. - 9789897585715 ; , s. 56-63
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Konferensbidrag (refereegranskat)abstract
- Rooftop solar energy has long been regarded as a promising solution to cities’ growing energy demand and environmental problems. A reliable estimate of rooftop solar energy facilitates the deployment of photovoltaics and helps formulate renewable-related policies. This reliable estimate underpins the necessity of accurately pinpointing the areas utilizable for mounting photovoltaics. The size, shape, and superstructures of rooftops as well as shadow effects are the important factors that have a considerable impact on utilizable areas. In this study, the utilizable areas and solar energy potential of rooftops are estimated by considering the mentioned factors using a three-step methodology. The first step involves training PointNet++, a deep network for object detection in point clouds, to recognize rooftops in LiDAR data. Second, planar segments of rooftops are extracted using clustering. Finally, areas that receive sufficient solar irradiation, have an appropriate size, and fulfill photovoltaic installation requirements are identified using morphological operations and predefined thresholds. The obtained results show high accuracy for rooftop extraction (93%) and plane segmentation (99%). Moreover, the spatially detailed analysis indicates that 17% of rooftop areas are usable for photovoltaics.
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| 4. |
- Attorps, Iiris, 1955-, et al.
(författare)
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Teaching Inverse Functions at Tertiary level
- 2013
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Ingår i: CERME 8. - Antalya : Middle East Technical University. ; , s. 2524-2533
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Konferensbidrag (refereegranskat)abstract
- This study is a part of an ongoing research that attempts to explain the relationship between the teachers’ instructional practise and students’ learning in the context of functions and function inverses. The question in this paper is how the use of technology as a pedagogical tool may contribute to the understanding of the inverse function concept. An engineering student group (n =17) was taught functions and inverse functions with the assistance of GeoGebra. In our theoretical framework we apply Variation theory together with the theory of Concept image and Concept definition. The data were gathered by doing a pre and post test concerning inverse functions. Our experiment revealed that students’ concept images in the post test were more developed compared with the results in the pre test.
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| 5. |
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| 6. |
- Barrera, Tony, et al.
(författare)
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Connected Minimal Acceleration Trigonometric Curves
- 2005
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Ingår i: SIGRAD 2005 The Annual SIGRAD Conference Special Theme – Mobile Graphics November 23-24, 2005 Lund, Sweden.
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Konferensbidrag (refereegranskat)abstract
- We present a technique that can be used to obtain a series of connected minimal bending trigonometric splines that will intersect any number of predefined points in space. The minimal bending property is obtained by a least square minimization of the acceleration. Each curve segment between two consecutive points will be a trigonometric Hermite spline obtained from a Fourier series and its four first terms. The proposed method can be used for a number of points and predefined tangents. The tangent length will then be optimized to yield a minimal bending curve. We also show how both the tangent direction and length can be optimized to give as smooth curves as possible. It is also possible to obtain a closed loop of minimal bending curves. These types of curves can be useful tools for 3D modelling, etc.
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| 7. |
- Bengtsson, Olof, et al.
(författare)
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A Computational Load-Pull Method for TCAD Optimization of RF-Power Transistors in Bias-Modulation Applications
- 2008
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Ingår i: Proceedings of the 3rd European Microwave Integrated Circuits Conference. - 9782874870071
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Konferensbidrag (refereegranskat)abstract
- In this paper a method for TCAD evaluation of RF-Power transistors for high-efficiency operation using drain bias-modulation is presented. The method is based on large signal time-domain transient computational load-pull. With the method, intrinsic device parasitics and mechanisms affecting device efficiency under drain bias modulation can be investigated and optimized for the application making it very useful for RFIC design. A case study has been done on a CMOS compatible LDMOS. For verification under dynamic operation two-tone signals with varying envelope has been simulated. The results show a possible 15% increase in the efficiency of a modulated signal for the studied device at the expense of increased phase distortion observable also in the time-domain waveforms generated. Since the method is based on TCAD it is also useful in the investigation of e.g. dynamic breakdown during high envelope under bias-modulation operation.
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| 8. |
- Bengtsson, Olof, et al.
(författare)
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A Method for Device Intermodulation Analysis from 2D, TCAD Simulations using a Time-domain Waveform Approach
- 2006
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Ingår i: Proceedings of the 36th European Microwave Conference. ; , s. 169-171
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Konferensbidrag (refereegranskat)abstract
- This paper describes a fast method useful for IMD analysis at TCAD design level. The method is based on the static load-line transfer function extracted from 2D device simulations. The transfer function is exposed to a time domain signal through a look-up table and the output response is analyzed using the Fast Fourier Transform. The response is compared to measurements of a fabricated device. The method is shown to accurately predict the IMD behavior of a two-tone signal for the 3’rd, 5’th and 7’th order IMD products with regards to sweet spot tracking and relative IMD magnitude. We present a fast and simple way to predict IMD performance from TCAD simulations at an early stage in the design process. The method enables prediction of output response from any signal due to the time domain approach.
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