Merken

# Teaching holography: New problems, new courses and new students

#### Automatisierte Medienanalyse

## Diese automatischen Videoanalysen setzt das TIB|AV-Portal ein:

**Szenenerkennung**—

**Shot Boundary Detection**segmentiert das Video anhand von Bildmerkmalen. Ein daraus erzeugtes visuelles Inhaltsverzeichnis gibt einen schnellen Überblick über den Inhalt des Videos und bietet einen zielgenauen Zugriff.

**Texterkennung**–

**Intelligent Character Recognition**erfasst, indexiert und macht geschriebene Sprache (zum Beispiel Text auf Folien) durchsuchbar.

**Spracherkennung**–

**Speech to Text**notiert die gesprochene Sprache im Video in Form eines Transkripts, das durchsuchbar ist.

**Bilderkennung**–

**Visual Concept Detection**indexiert das Bewegtbild mit fachspezifischen und fächerübergreifenden visuellen Konzepten (zum Beispiel Landschaft, Fassadendetail, technische Zeichnung, Computeranimation oder Vorlesung).

**Verschlagwortung**–

**Named Entity Recognition**beschreibt die einzelnen Videosegmente mit semantisch verknüpften Sachbegriffen. Synonyme oder Unterbegriffe von eingegebenen Suchbegriffen können dadurch automatisch mitgesucht werden, was die Treffermenge erweitert.

Erkannte Entitäten

Sprachtranskript

00:00

I name this culture on and on changes Europe where from the University of Southampton's School of Physics and Astronomy and Space of the and that we all today is certain about teaching a new kind of students holography and using a new type of teaching technique and called problem-based learning and to students on a new course so catalyst system itself and can so as soon as

00:34

you said we do a lot of research in tonic Southampton we've got some we've got several the 2 department so this'll splits and that the area we've got the alternate alternative it's not a research area we've got physics to monitor the easiest part all involved in area so you got probably or 150 people involved in there so will all around for us stuff is all things that we do the laser sources nanotechnologies telecommunications which is slowing down but still going on and chemical biosensors in new big area and quantum optics he so the outline of our paper well where and when the

01:17

background and we're going to talk a little bit about and this new type of course and the type students that we're dealing with also talk a little bit about of problem-based learning which is an new teaching technique and also will cover the course content holography in supporting and optical physics activities the and move on the outcomes of the successes of the course we found the most students felt was the best thing about the modern we've only just all the true for all of us are the challenges and threats that this new course producers and I'm just gonna quickly conclude some

01:58

foundation because what is it well the mobile at universities or in the UK and the idea then is that it allows students who would not otherwise got to getting into onto onto the undergraduate course it gives them the necessary and requirements the educational requirements on the qualifications they get on the course the students are able but it's just the sum past reason they haven't got the qualifications so and these species of more in the world UK and these we about 40 % students from overseas so the dust basically iterative and the motivation for the university point view of to get most students it as you will notice that engineering and physics departments are lacking in students so who are these people well level

02:48

of is pretty diverse as a symbol of 40 % of the cities and so have a range of educational backgrounds and if even from the UK everybody has different educational backgrounds as well as the language of course for the assessment of cities that from all over the world and English in their primary language so that the difficulty sometimes age this year we had people from 18 40 and gender which is not known with no conventional to most courses for about 95 % and a general problem with the students in in all the all universities in the UK is it's a place and drop out for the in the course was just bad for everybody there's going cost and get a qualification and it looks bad for us so it's not happening and the main problem is just because they don't find then each set and find what read books about if fewer so they drop fully in course so our ideas this is what we put together was to apply healthy in the course and and trying to get people into photonics through that gateway of the as we've said tonight I mean everybody said the policy is brilliant minds so in 2004 at the end of 2005 we want we ran all week long course as possible so next year course and 5 of us experience free of postgraduate demonstrators around this this this module using problem-based learning 55 Foundations students so what is

04:25

problem-based learning if it's a new type of teaching method well and students work together in teams to solve a problem and then helps by the teacher will lecturer rather than talks our problem based on holography was this and this what was what was given to the students they were told that they were a new research and photonics and part of the research grant must to be spent on public outreach events and this is a real life issues real life problems and we suggested that they had an an an older mentor and who recommended using holography to promote their research work and photonics and they needed to promote their in their research to the public so we booked on a lecture theater at the end of the week module for them to promote their research and their learning now this was really we asked them what are you going to do and we had in fact booked a lecture theater for the end of the week and said you're going to be up here and you're going to make holograms and you can implement what you learned during the week and indeed we started out be the lecture 1st thing that the students new students did they came and sat down and so we made our hollow-gram in front of them and hasn't been much and how to do by by J In a generic product point to leave their own

05:54

so what is the problem based learning at will as was the process for the students a given problem and so and you ask well what you know I'm already about the situation so they discuss what they know already they agree on what they will need to know and then the 2 then rush off they do the research and and various actions which will help solve the problem then they come back and discuss what they've done and what they still need to do they evaluate their work and then they go off and do more and actually it's and it's a cycle it doesn't finish but so as we have a finite amount of of time they had to have a number of activities which we ask them to complete

06:42

so this is going to cost can't content will too if you do them all what what they learn more importantly because bearing in mind with facilitated so we don't we're not trying to draw this this is what they ask us to do really so the whole repeated we did when we rewound practical workshop with them and each of them made holographic and so we went through some of the theories and again they were asking us what theory they wanted and will come back to that later but we we had given the safety course so they would like to sit for a very boring security and alleles enables he the practical level also in in addition to that this problem based learning side that meant that they had to be and as I do this little mini symposium so they undergo front really into a verbal presentation but also the ideas was that they wrote a scientific paper and also the research great type of texts so large that anyone properly and properly produced and also cost from based learning because the teamwork and of course problem-based learning about the problem solving for all of those aspects of adjustments the last part of it is is that they get instructions university like most of the course is laid down the foundation years is always done off campus is not really with the rest of the students inclusion into a standard university practices and also it is different than the school in that they would have previously they go off and do independent research they go to the library figure it out themselves and also a good time manager stuff is where we just slightly lower commonly of 5 days to do so went to not just to talk

08:23

about the holography element to the photonics and condition photonics modules and the students made about 60 and then is your hologram's in 4 days and using the 5 sets of and there will be 1st set using an 4 by 2 optical breadboards and i in the lab they had to postgraduate and students who that acts as the assistance and to advise them when they were asking for help so we work with about 10 students at a time but we had about and 20 and every day so to

09:01

manage things in a practical sense we had half of the 20 and do a number of practical labs and here on the right you can see some of the students doing spectroscopy labs in a room that was set up to and to teach them about optics be missed spectrum and then they learned about refraction reflection diffraction and interference through lasers and jelly demonstration and then they also had to undertake scientific poster design workshops with a graphic designer and team building exercises we also in in the mornings we got together for a brief and for the for the beginning of saying they we asked them to get asked any questions to the question answer sessions and also any other lectures and they wanted so there's anything pacifically that they want to know about that range from anything from the origin is the refractive index which isn't quite so easily explain to people that you have not read various backgrounds and but we didn't know about job think and um we by laser about stuff like that and then there is a really enjoy that actually was success is actually users so

10:17

what were the successes of the course and when it's it's well documented it's 1 mind of making holograms can really improve his self-esteem and confidence and students managed to achieve something that they had been really fearful off at the beginning of the week they gave a public presentation and an an audience members of the public and the other students from the university turned up to here it and it broaden their horizons it helped the students to identify possible future parts for them and to change their perceptions all what they assumed a physicist walls and James took among tours around the research center and the saw research scientists and doing their work they did a course learn and transferable skills and worked successfully in teams and and then as a result we found the cat the cat the students they stayed on board and possibly increase and because of the above successes so of us we develop the workshops of so that the students that back to us so they really enjoy about the whole thing is very different to the rest of their courses and then we noted that constant this price be noted before over the applied in this way is fantastic people vary in different levels because as I said we try to explain all over the which can be taken to whatever level you want to read to to some of the so complicated that you could carry OntoGen 48 maybe a scholarship should do here so if money from so at the end of the course was very different to other courses on the foundation year and there because it had so many different elements to it really help some students shine you haven't found in succeeding before so

12:16

moving on to the bad side of things but when it comes to the initial stuff spectrogram always a problem that is even more problems they sort course because you need a lot no space to the experimental work and also a transport this into a standard academic year 2 about take away space and time from the normal courses and personal stuff and too much like hard work it is is a lot lot harder for both staff and students because you've got a gay fruit um is just giving false notes and and get all that you could be there so the 2nd takes a lot longer and as a result and you can start to lose this authenticity of the problem based learning because you give them a problem and then you find that lacking in times the take back similar problems that kills the motivation is the real killer of for PBL techniques to be really careful so all these are things you could be the next year we really don't look at this again and it is quite so so some of the things that that make sure we continue to do well and learning diversity issues as well we had a couple of students in the Middle East as soon as we set this problem they were just jaws dropped and they pretty much ran out screaming so it's depending on what the background is not just an educational background of what they expected to do more of it than in the past Lauralee's Toscani very daunting see for the try and make it accessible for everybody so to

13:50

conclude well we were pleased to say that and double the number of students applying to physics from the foundation year after all costs after completing course and then it was considered a very successful pilot projects by the university's office to repeat its next year with twice the number of students and the source of the formal holography a subject areas are ideally suited to this program because the most levels and in combination with the problem-based learning holography is is excellent is and the the accident as a motivating tool but also the that as we said that infuses people want readers get there and the most places in spite of the whole subject but it on in

00:00

t-Test

Datentyp

Mathematisierung

t-Test

Physikalisches System

Raum-Zeit

00:33

Telekommunikation

Bit

Physikalismus

t-Test

Quellcode

Technische Optik

Quantisierung <Physik>

Flächeninhalt

Font

t-Test

Mereologie

Datentyp

Äußere Algebra eines Moduls

Inhalt <Mathematik>

01:57

Punkt

Gewichtete Summe

Sichtenkonzept

Physikalismus

Formale Sprache

t-Test

Symboltabelle

Ausgleichsrechnung

Modul

Computeranimation

Übergang

Spannweite <Stochastik>

Spannweite <Stochastik>

t-Test

Gateway

Grundraum

ART-Netz

Demo <Programm>

Modul

04:24

Videospiel

Mereologie

Prozess <Physik>

Punkt

Finitismus

Gruppenoperation

t-Test

Zahlenbereich

Biprodukt

Modul

Ereignishorizont

Computeranimation

Gruppenoperation

Metropolitan area network

Generizität

Reelle Zahl

t-Test

Dreiecksfreier Graph

Datentyp

Mereologie

Ereignishorizont

Ext-Funktor

Basisvektor

06:41

t-Test

Datenmanagement

Element <Mathematik>

Kombinatorische Gruppentheorie

Physikalische Theorie

Übergang

Datenmanagement

t-Test

Datentyp

Programmbibliothek

Notepad-Computer

Inhalt <Mathematik>

Inklusion <Mathematik>

Grundraum

Figurierte Zahl

Hilfesystem

Addition

Computersicherheit

Güte der Anpassung

Modul

Visuelles System

Menge

Einfache Genauigkeit

Whiteboard

Konditionszahl

Mereologie

Datenerfassung

Technische Optik

Logik höherer Stufe

Standardabweichung

09:00

Resultante

Spiegelung <Mathematik>

Physiker

t-Test

Zahlenbereich

Spektralzerlegung <Physik>

Kommunikationsdesign

Wärmeübergang

Element <Mathematik>

Kombinatorische Gruppentheorie

Punktspektrum

Technische Optik

Whiteboard

Computeranimation

Übergang

Spannweite <Stochastik>

Bereichsschätzung

Prozess <Informatik>

t-Test

Grundraum

LASER <Mikrocomputer>

Gebäude <Mathematik>

Übergang

Sinusfunktion

Rechter Winkel

Mereologie

Horizontale

Computerunterstützte Übersetzung

12:14

Programm

Resultante

Datentyp

Stab

Schaltnetz

Physikalismus

t-Test

Zahlenbereich

Ikosaeder

NP-hartes Problem

Quellcode

Raum-Zeit

Computeranimation

Übergang

Office-Paket

Flächeninhalt

Reelle Zahl

t-Test

Authentifikation

Flächeninhalt

Optimierung

Normalvektor

Grundraum

Minkowski-Metrik

14:38

Menge

### Metadaten

#### Formale Metadaten

Titel | Teaching holography: New problems, new courses and new students |

Alternativer Titel | Teaching holography new problems, new courses and new students |

Serientitel | 7th International Symposium on Display Holography (ISDH 2006) |

Teil | 02 |

Anzahl der Teile | 61 |

Autor |
John, Pearl Gates, James |

Lizenz |
CC-Namensnennung 3.0 Unported: Sie dürfen das Werk bzw. den Inhalt zu jedem legalen Zweck nutzen, verändern und in unveränderter oder veränderter Form vervielfältigen, verbreiten und öffentlich zugänglich machen, sofern Sie den Namen des Autors/Rechteinhabers in der von ihm festgelegten Weise nennen. |

DOI | 10.5446/21010 |

Herausgeber | River Valley TV |

Erscheinungsjahr | 2012 |

Sprache | Englisch |

#### Inhaltliche Metadaten

Fachgebiet | Informatik |