By The Open University
The evaluate for DU301 includes six Tutor-Marked Assignments (TMAs) and a direction Essay. you'll want to goal to accomplish all six TMAs, even though the substitution rule allows you to put out of your mind one task. you want to put up TMA 03, the double-weighted project. (The substitution procedure is defined in part 2.3.) it's attainable in extraordinary situations to invite your educate for a later submission date for an project, yet this may bring about issues of scheduling your paintings. We strongly recommend you to put up your TMAs through the closing dates given during this task book and the examine Calendar.
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Extra resources for Assignment Booklet and Course Essay Options
Kulik, L. (1999). Representing simple trajectories as oriented th curves. In A. N. Kumar & I. ), FLAIRS-99. Proceedings of the 12 International Florida AI Research Society Conference. (pp. 431–436). Orlando, Florida. Freksa, C. (1999). Spatial aspects of task-specific wayfinding maps: A representation-specific perspective. In J. S. Gero & B. ), Proceedings of visual and spatial reasoning in design. (pp. 15-32). University of Sydney: Key Centre of Design Computing and Cognition. , & Denis, M. (1998).
1983). Mental models. Cambridge, MA: Harvard University Press. Jones, S. & Scaife, M. (2000). Animated diagrams: An investigation into the cognitive effects of using animation to illustrate dynamic processes. In M. Anderson, P. Cheng & V. ): Theory and application of diagrams: First International Conference, Diagrams 2000, Edinburgh, Scotland (pp. 231–244). Berlin: Springer. , Whelan, S. and Hecht, H. (1992). Influence of animation on dynamical judgements. Journal of Experimental Psychology: Human Perception and Performance, 18, 669–690.
2 Participants Forty students from the University of Hamburg (Germany) and forty-two students from the University of California, Santa Barbara (USA) participated in the study. The German participants were undergraduates in computer science and received payment for their participation. US-American participants were undergraduates in an introductory geography class at the University of California, Santa Barbara, and Pictorial Representations of Routes: Chunking Route Segments during Comprehension 25 received course credit for their participation.