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- Radiographics 09/2006; 26(5):1259-1261. DOI:10.1148/rg.265065127 · 2.60 Impact Factor
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ABSTRACT: With the development of e-learning and its ability to provide rich animated content rapidly to a wide audience, new methods for teaching medical imaging have evolved. E-learning tools allow building of learner-focused structured courses. Standards such as shareable content object reference model (SCORM) or Aviation Industry Computer-based Training Committee (AICC) guidelines and recommendations provide the framework required to combine text, images, videos, animations, and quizzes for learning assessment, even if each of these elements is created with different software. The main features to consider when choosing a learning management system are content management, assessment and reporting tools, customization options, course delivery, administration, and security. The tools for building a Web-based course with pages containing text, images, videos, and Flash animations are now accessible to any radiologist. Open-source learning management systems and content authoring software are available at no cost. The authors developed e-MRI.com, a free Web-based e-learning course with interactive animations and simulations, self-tests, and clinical cases to demonstrate the potential of the latest advances in e-learning and pedagogy applied to magnetic resonance imaging physics.Radiographics 11/2006; 26(6):e25; quiz e25. DOI:10.1148/rg.e25 · 2.60 Impact Factor
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ABSTRACT: Adobe Flash has become very popular and runs in the world community web because it can feature animation and interaction in the web. The proposed environment is designed by integrating Flash and HTML. This paper describes new techniques to improve the subject learning of Digital Logic Design (DLD) for IT students. The techniques are made up of a set of DLD subject notes which are called Flash notes and Easy Electronic Software (EES) with a user-friendly graphic interface and interactive references. The flash notes application covers the whole chapter of the subject of DLD while EES only covers four chapters, including passive electronic components, resistance code calculator, capacitance unit converter and inductance code calculator. Using this technique, students can use the application anywhere they may be. This application presents the ADDIE model research methodology. Here, Flash applications are prepared to create an interactive animation learning environment where students could explore DLD subject notes what was once limited by classroom and time constraints. The Flash application will be a transfer of knowledge and serve as an alternative learning mode to widen knowledge in order to meet the needs of IT students.International Conference on Electrical Engineering and Informatics, ICEEI 2011, Bandung, Indonesia, 17-19 July, 2011; 01/2011
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