David S. Hayden

Learn More
In-class note-taking is a vital learning activity in secondary and post-secondary classrooms. The process of note-taking helps students stay focused on the instruction, forces them to cognitively process what is being presented, and better retain what has been taught, even if they never refer to their notes after the class. However, note-taking is difficult(More)
While the Americans with Disabilities Act mandates that universities provide visually disabled students with human note-takers, studies have shown that it is vital that students take their own notes during classroom lectures. Because students are cognitively engaged while taking notes, their retention is better, even if they never review their notes after(More)
The act of note-taking is a key component of learning in secondary and post-secondary classrooms. Students who take notes retain information from classroom lectures better, even if they never refer to those notes afterward. However, students who are legally blind, and who wish to take notes in their classrooms are at a disadvantage. Simply equipping(More)
Current and proposed remote space missions, such as the proposed aerial exploration of Titan by an aerobot, often can collect more data than can be communicated back to Earth. Autonomous selective downlink algorithms can choose informative subsets of data to improve the science value of these bandwidth-limited transmissions. This requires statistical(More)
Many current and future NASA missions are capable of collecting enormous amounts of data, of which only a small portion can be transmitted to Earth. Communications are limited due to distance, visibility constraints, and competing mission downlinks. Long missions and high resolution, multispectral imaging devices easily produce data exceeding the available(More)
Note-taking is a fundamental learning activity that should be practiced by every serious secondary or post-secondary student. Research has shown that the mental processing that occurs during note-taking helps students consolidate and retain classroom instruction, even if they never study their notes afterward. However, students who are legally blind can(More)
Classroom note-taking has been shown to be beneficial, even if the student never reviews his/her own notes. Students that are legally blind are thus at a disadvantage because they face significant barriers to note-taking in the classroom. This presentation demonstrates a working prototype of the CUbiC Note Taker, which is a highly portable device that(More)
Students with low vision typically use an assistive technology (such as a monocular) to see the front of the classroom. Switching between sitting erect to view the front of the room through the monocular, hunching down to take handwritten notes, and then sitting up again greatly slows down note-taking. In a fast paced class (with a lot of board work) this(More)
  • 1