The advent of readily accessible, inexpensive Web-conferencing applications has opened the door for distance psychotherapy supervision, using video recordings of treated clients. Although relatively new, this method of supervision is advantageous given the ease of use and low cost of various Internet applications. This method allows periodic supervision from point to point around the world, with no travel costs and no long gaps between direct training contacts. Web-conferencing permits face-to-face training so that the learner and supervisor can read each other's emotional responses while reviewing case material. It allows group learning from direct supervision to complement local peer-to-peer learning methods. In this article, we describe the relevant literature on this type of learning method, the practical points in its utilization, its limitations, and its benefits.
Can 3D graphics help high-school students learn advanced mathematics? Can we create a sufficiently compelling application such that students would choose to play with advanced math concepts for fun? What usability problems does this technology pose for novice users? AquaMOOSE 3D is a desktop 3D environment designed to help students learn about the behavior of parametric equations. AquaMOOSE is based on an educational philosophy called constructionism, which advocates learning through design and construction activities [14]. Students use mathematics to design interesting graphical forms and also create mathematical challenges to share with others. In this paper, we present our iterative design process and the results from a formative evaluation with 105 highschool students in a six-week honors summer math program. We analyse their experiences through log-file analysis, a questionnaire, and interviews. A more detailed case study of one student's positive experiences shows the potential of the system. We conclude that students find the aesthetic qualities of the environment motivating, but usability still poses problems. Opportunities and challenges in leveraging 3D graphics for math learning are discussed. Trade-offs are presented between designing for learner's immediate needs versus leveraging technology to create fundamentally new learning opportunities.
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