Comparing computer-supported dynamic modeling and ‘paper & pencil’ concept mapping technique in students’ collaborative activity

This study aims at highlighting the collaborative activity of two high school students (age 14) in the cases of modeling the complex biological process of plant growth with two different tools: the ‘paper & pencil’ concept mapping technique and the computer-supported educational environment ‘ModelsCreator’. Students’ shared activity in both cases is carried out in the presence of a facilitator providing technical as well as cognitive support when necessary. The objective of the study is to highlight the ways in which the collaborating students are engaged in the plant growth modeling activity in the two cases and also identify the activity’s similar and different aspects in each one. Our analysis is carried out on two complementary axes, the first of which concerns the process of collaboratively creating a plant growth model with each different tool, while the second has to do with the students’ conceptualizations of the biological aspect of the modeling task in each case. A two-level analytic tool for the modeling process has been derived within the theoretical framework of ‘activity theory’ on the basis of the OCAF scheme for basic modeling operations and the scheme of Stratford et al. [Stratford, S. J., Krajcik, J., & Soloway, E. (1998). Secondary students’ dynamic modeling processes: analyzing, reasoning about, synthesizing, and testing models of stream ecosystems. Journal of Science Education and Technology, 7(3), 215–234.] for higher-order modeling actions. According to our results, four major modeling actions (analysis, synthesis, testing-interpreting, technical and cognitive support) performed through a plethora of modeling operations define the steps of the modeling process in both cases, while specific qualitative differences can be actually identified. Finally, the students’ conceptualizations of the biological aspect of the modeling task in the two-case activity is analyzed in regard with their capability of shifting reasoning between macro- and micro-levels, while educational implications are also discussed.     

Physics students’ performance using computational modelling activities to improve kinematics graphs interpretation

The purpose of this study was to investigate undergraduate students’ performance while exposed to complementary computational modelling activities to improve physics learning, using the softwares Modellus. Interpretation of kinematics graphs was the physics topic chosen for investigation. The theoretical framework adopted was based on Halloun’s schematic modelling approach and on Ausubel’s meaningful learning theory. The results of this work show that there was a statistically significant improvement in the experimental group students’ performance when compared to the control group, submitted just to a conventional teaching method. Students’ perception with respect to the concepts and mathematical relations, as well as the motivation to learn, originated by the activities, have played a fundamental role in these findings.     

The formation of learners’ semiosphere by authentic inquiry with an integrated learning object “Young Scientist”

An integrated learning object, a web-based inquiry environment “Young Scientist” for basic school level is introduced by applying the semiosphere conception for explaining learning processes. The study focused on the development of students’ (n = 30) awareness of the affordances of learning objects (LO) during the 3 inquiry tasks, and their ability of dynamically reconstructing meanings in the inquiry subtasks through exploiting these LO affordances in “Young Scientist”. The problem-solving data recorded by the inquiry system and the awareness questionnaire served as the data-collection methods.It was demonstrated that learners obtain complete awareness of the LO affordances in an integrated learning environment only after several problem-solving tasks. It was assumed that the perceived task-related properties and functions of LOs depend on students’ interrelations with LOs in specific learning contexts. Learners’ overall awareness of certain LO affordances, available in the inquiry system “Young Scientist”, developed with three kinds of patterns, describing the hierarchical development of the semiosphere model for learners. The better understanding of the LO affordances, characteristic to the formation of the functioning semiosphere, was significantly related to the advanced knowledge construction during these inquiry subtasks that presumed translation of information from one semiotic system to another. The implications of the research are discussed in the frames of the development of new contextual gateways for learning with virtual objects. It is assumed that effective LO-based learning has to be organized through pedagogically constrained gateways by manifesting certain LO affordances in the context in order to build up the dynamic semiosphere model for learners.     

On the simplex algorithm ‘revised form’

The purpose of this paper is an amelioration of the ‘product form of the inverse’ related to the revised simplex method. We give an algorithm to compute the inverse of the current basic matrix. This calculation requires approximately m² operations by using a tensor product and matrix addition. We apply this idea to the Gauss and Gauss–Jordan algorithms.     

‘Because it’s boring, irrelevant and I don’t like computers’: Why high school girls avoid professionally-oriented ICT subjects

The current paper details results from the Girls and ICT survey phase of a three year study investigating factors associated with low participation rates by females in education pathways leading to professional level information and communications technology (ICT) professions. The study is funded through the Australian Research Council’s (ARC) Linkage Grants Scheme. It involves a research partnership between Education Queensland (EQ), industry partner Technology One and academic researchers at (affiliation removed for review purposes). Respondents to the survey were 1453 senior high school girls. Comparisons were drawn between Takers (n = 131) and Non Takers (n = 1322) of advanced level computing subjects. Significant differences between the groups were found on four questions: “The subjects are interesting”; “I am very interested in computers”; “The subject will be helpful to me in my chosen career path after school”; and “It suited my timetable”. The research has demonstrated that senior high school girls tend to perceive advanced computing subjects as boring and they express a strong aversion to computers.     

Assessing creative problem-solving with automated text grading

The work aims to improve the assessment of creative problem-solving in science education by employing language technologies and computational–statistical machine learning methods to grade students’ natural language responses automatically. To evaluate constructs like creative problem-solving with validity, open-ended questions that elicit students’ constructed responses are beneficial. But the high cost required in manually grading constructed responses could become an obstacle in applying open-ended questions. In this study, automated grading schemes have been developed and evaluated in the context of secondary Earth science education. Empirical evaluations revealed that the automated grading schemes may reliably identify domain concepts embedded in students’ natural language responses with satisfactory inter-coder agreement against human coding in two sub-tasks of the test (Cohen’s Kappa = .65–.72). And when a single holistic score was computed for each student, machine-generated scores achieved high inter-rater reliability against human grading (Pearson’s r = .92). The reliable performance in automatic concept identification and numeric grading demonstrates the potential of using automated grading to support the use of open-ended questions in science assessments and enable new technologies for science learning.     

Assessing the ‘insider–outsider threat’ duality in the context of the development of public–private partnerships delivering ‘choice’ in healthcare services: A sociomaterial critique

Containing the ‘outsider’ threat to the information systems of organisations as well as recognising the disruptive potential of ‘insiders’ are fundamentals of security management. However, the recent development of public–private partnerships in the UK requires a reassessment of the continuing utility of such dualities. This paper draws upon a sociological understanding of the complexities of organisational practices as well as a grounded case study of the implementation of the NHS ‘Choose and book’ service across both public and private healthcare organisations in order to challenge these essentialist forms of sociotechnical analysis. The paper proposes a sociomaterial understanding of information systems and organisational dynamics that does not seek to separate out distinct ‘human’ and ‘technical’ information security risks. Rather, it asserts that the organisational outcomes of the introduction of new information systems are necessarily emergent and contingent, and it is with these indeterminate realities that security analysts have to engage.     

The rank one mixed μ problem and ‘kharitonov-type’ analysis

The general mixed μ problem has been shown to be NP hard, so that the exact solution of the general problem is computationally intractable, except for small problems. In this paper we consider not the general problem, but a particular special case of this problem, the rank one mixed μ problem. We show that for this case the mixed μ problem is equivalent to its upper bound (which is convex), and it can in fact be computed easily (and exactly). This special case is shown to be equivalent to the so-called ‘affine parameter variation’ problem (for a polynomial with perturbed coefficients) which has been examined in detail in the literature, and for which several celebrated ‘Kharitonov-type’ results have been proven.     

‘Best’ for whom?: the tension between ‘best practice’ ERP packages and diverse epistemic cultures in a university context

The idea that so-called ‘best’ business practices can be transferred to organizations when they purchase enterprise resource planning (ERP) software packages is a major selling point of these packages. Yet recent research has illustrated a gap between the espoused theory of a best practice solution and the theory-in-use experienced by those who install software with such a design. As researchers begin to examine the difficult process by which organizations recast the best practices model handed down to them by consultancies and software vendors in an effort to make the software ‘work for them’ in practice, it is equally important that we begin to understand the reasons that such a gap exists. To this end, we analyze the strategic partnership between a multinational software vendor and a university who together designed a ‘best practice’ ERP package for the higher education industry. Through the theoretical lens of ‘epistemic cultures’ we argue that in organizational contexts made up of more than one epistemic culture, the use of a best practice model will be problematic because, by definition, the model mandates one epistemological position through the software design. This is counter to a university's loosely coupled organizational form.     

The role of student learning styles, gender, attitudes and perceptions on information and communication technology assisted learning

The present study adopts an illuminative approach to evaluate students’ initial attitudes towards the use of information and communication technology (ICT). Ninety-nine undergraduate science students participated in this study and their learning styles were classified according to Honey and Mumford (1986) (Honey, P., Mumford, A., 1986. The Manual of Learning styles. Peter Honey, 10 Linden Avenue, Maidenhead) learning style questionnaire. Student learning styles were classified as activist, reflector, theorist, or pragmatist. No significant difference in learning styles was observed between genders and between student cohorts. Six dimensions to student attitudes toward ICT were identified as follows; ‘comfort’, ‘interactivity’, ‘self-satisfaction’, ‘value new technology’, ‘experience’ and ‘context’. Students exhibited low scores in the attitude dimensions of ‘value new technology’, ‘interactivity’ and ‘context’ indicating that they were uncomfortable with computers, were unhappy about the lack of personal contact and would prefer to learn in a more traditional mode. A significant, though weak, negative correlation between the ‘theorist’ and the ‘interactivity’ and ‘context’ attitude dimensions was also observed. In addition, based on the results of this study it appears that first year students exhibit a more positive perception of ICT supported learning than second and third year students. Though the use of ICT in higher education is becoming more widespread based on the results of this study student use of the technology may be limited by a negative attitude toward a style of teaching which is not consistent with their past learning experiences.     

Not just fun, but serious strategies: Using meta-cognitive strategies in game-based learning

The purpose of this study is to explore the effects of the meta-cognitive strategies on the academic and gaming achievements. Exploring the effects of those achievements on the social problem solving of students is also of interest. For this purpose, the MMORPG Gersang was used. The participants, consisting of ninth graders, played the game until they all reached the third level to ensure that they have the same gaming ability prior to gaming for the study. Three meta-cognitive strategies were developed: self-recording, modeling and thinking aloud. Those strategies are specially related to gaming activities and applied in pre-gaming activities, gaming activities, and post-gaming activities. Three meta-cognitive strategies were set as independent variables. The social problem solving ability was set as a mediating variable, and academic achievement and scores in the game were chosen as dependent variables. The path between meta-cognitive strategies and both academic achievement and game performance by mediating social problem solving abilities were discovered. The social problem solving ability, which is the mediating variable, affects the academic achievement and the game performance very strongly. These results imply that a commercial game playing in conjunction with meta-cognitive strategies can be an effective way to increase students’ performance both in learning and gaming by keeping them involved. Talking and observation activities such as thinking aloud and modeling are more effective than writing activities in enhancing the students’ achievements both in learning and gaming.     

EPS: An ‘elementary’ programming system for the Delft Parallel Processor

A programming system for synchronous parallel processors, like the DPP-84 working in synchronous mode, is proposed. In EPS a program consists of a collection of well-defined and separate units, described in a conventional procedure-oriented language like PASCAL or MODULA-2. The connection between the ‘elementary’ program units is laid in a supervisory ‘configuration’ program, which defines both the spatial and time relations between the units. The concept of ‘virtual’ parallel processing is introduced, which enables the construction of logical parallel programs, independent of the number of processing elements actually available.     

Improving children’s reading comprehension and use of strategies through computer-based strategy training

In this study, the attention–selection–organization–integration–monitoring (ASOIM) model, revised from Mayer’s [Mayer, R. E. (1996). Learning strategies for making sense out of expository text: The SOI model for guiding three cognitive processes in knowledge construction. Educational Psychology Review, 8, 357–371] SOI model of text comprehension, was used as a foundation to design a multi-strategy based system, which was named Computer Assisted Strategy Teaching and Learning Environment (CASTLE). CASTLE aims to enhance learners’ abilities of using reading strategies and text comprehension. The effects of CASTLE on students with different reading abilities were empirically evaluated. 130 sixth graders took part in an 11-week computer-based reading strategies course. The results show that CASTLE helps to enhance the students’ use of strategies and text comprehension at all ability levels.     

Finnish high school students’ readiness to adopt online learning: Questioning the assumptions

The Finnish high school system in rural areas is facing challenges because of a decreasing number of the students. This situation places new emphasis on online learning. Online learning offers new possibilities for high schools to provide equal learning opportunities for their students. This paper explores students’ readiness to adapt their studying habits in the networked high schools by outlining their beliefs about online learning. Beliefs are assumed to direct people’s actions, in this case activities concerning studying online. Three hundred second year high school students from Eastern Finland who had not had the experiences of learning online were studied. The findings suggest that students polarize into negative, neutral and positive groups based on their beliefs concerning online learning. Results also indicate that students’ knowledge about the possibilities of online learning is quite superficial. In contrast to theories about collaborative learning practices, students see online learning rather differently. Students with negative and neutral beliefs especially see online learning merely as a static “warehouse” of materials and study-alone learning tasks instead of offering possibilities for collaborative knowledge building.     

Students’ perceptions of teaching technologies, application of technologies, and academic performance

This study examined business students’ perceptions of four objectives (i.e., Enjoyment, Learning, Motivation, and Career Application) across five teaching technologies (i.e., Projector, PowerPoint, Video, the Internet, and Lecture), business professors’ effective application of technologies, and students’ academic performance. We collected data from 215 students at a regional state university in the USA. We developed Students’ Perceptions of Technology Scale, SPOTS, specifically for the present study, used the most rigorous criteria, and investigated reliability, convergent and discriminant validity, exploratory and confirmatory factor analysis, and measurement invariance of this scale. Mean scores revealed that Video conveyed the highest amount of Enjoyment. PowerPoint provided the highest amount of Learning and Motivation. The Internet provided the highest Career Application for future jobs. Younger students preferred Video, whereas older students favored Lecture. Regression results showed that the use of Video for Learning, Projector and Lecture for Enjoyment, PowerPoint for career and Motivation, and the Internet for Learning contributed to professors’ teaching effectiveness. Students’ high ratings for professors’ effective use of the Lecture method and low expectation for the use of a Projector predicted their self-reported GPA (academic performance). Professors may use a different mix of technologies in the classroom and use them creatively in order to promote the most Learning for students and satisfy students’ Learning needs and objectives.     

Optimal diagonal scaling for infinity-norm optimization

A solution is presented for the previously unsolved diagonally scaled multivariable infinity-norm optimization problem of minimizing D(s)(A(s) + Ψ(s) X(s))D⁻¹(s)_∞ over the set of stable minimum-phase diagonal D(s) and stable X(s). This problem is of central importance in the synthesis of feedback control laws for robust stability and insensitivity in the presence of ‘structured’ plant uncertainty. The result facilitates the design of feedback controllers which optimize the ‘excess stability margin’ [3] (or, equivalently, the ‘structured singular value μ’ [4]) of diagonally perturbed feedback systems.     

Automated High Throughput Screening of Fluorescent Imaging Plate Reader (FLIPR) Assays Using Assay Platform™ Integrated with Activity Base for ‘on the fly’ Compound Reconfirmation

Advances in the field of automation have meant hitherto complex manual cell-based assays can now be automated. These improvements have brought significant enhancements in throughput, data fidelity and consistency, and allowed a reallocation of constrained resources.Building upon these improvements, we have linked our automated cell-based screening system, Assay Platform™, to Activity Base (IDBS), a software package designed to automate the analysis of HTS data. Customisation of this package has resulted in software that can identify ‘active’ compounds and re-pick them ‘on the fly’ from the original compound plates for triplicate re-testing without operator intervention.Based on an operator initially defining ‘normal’ parameters for assay activity in Activity Base, combined with an automated quality control software module that checks data fidelity, wells containing ‘active’ compounds can be re-picked and re-tested at the end of an automated screening run. Automating cell-based assays has significantly improved productivity, and, with the synergism of Activity Base, has given us greater power to complete each screening run and report ‘active’ compounds to Chemistry more rapidly. This article presents our approach to the automation of cell-based Fluorescent Imaging Plate Reader (FLIPR) screening together with automated active re-test confirmation using Activity Base.     

Online annotation – Research and practices

Annotation can be a valuable exercise when trying to understand new information. The technique can be used to create a ‘condensed’ version of the original information for later review and to add additional information into the existing document. The growth in web-based learning materials and information sources has created requirement for systems that allow annotations to be attached to these new sources and, potentially, shared with other learners. This paper discusses annotation in an educational context and introduces some of the web annotation systems currently available. It also provides an overview of the development of a new system, eLAWS, by the authors, based upon the Web Service architecture. Finally, the paper provides suggestions for the future development of e-Learning Annotation tools.