Research to date in mobile (m-)learning has focused mainly on the learners and the processes they utilize when learning using mobile technologies. This action research study considers the role of the teacher in (m-)learning—the responsibilities, the pedagogies employed in teaching when using mobile devices, and also the changing levels of power and control in the m-learning context. Activity theory (AT) is used as the lens through which the teacher’s role during m-learning is analyzed. The findings propose an enhanced AT model assuming a three-dimensional (3D) representation that encapsulates the teacher at the heart of the activity system radiating power and control to maintain the balance between the components necessary for effective learning. In addition, the term “adaptive framing” is used to denote the changing power dynamic and level of control in activity systems using the proposed enhanced model.
Computer visualization techniques (CVTs) are an emerging technology that can organize all cancer specialists. This article describes CVTs' ability to maximize the currently untapped advantages of intensity modulated radiotherapy (IMRT). The visual speed and dynamic strategies inherent in CVTs improves IMRT by distilling vast amounts of anatomic, multimodal imaging, textual/meaning, and surgical/outcome data into a large, rigorous, standardized evidence base of storable target delineation plans. This ability to standardize strategies will allow the collection of meaningful evidence based outcome data.
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