Effects of drying on the gel strength and cation mobility of furcellaran

Thermal stability, by means of air drying a furcellaran powder, and its impact on gel strength and cation mobility were studied. Halogen heating in the temperature range 90–115°C for 15 min resulted in loss on drying (L_D, %). These results can be described by polynom L_D=−9.583+2.989τ−0.249τ²+0.00729τ³+0.1034t (R²=0.9976), indicating a gradual decomposition of carbohydrates. Air-drying induced a decrease in gel strength and the partial removal of potassium, calcium and sodium ions from the matrix. Air drying above 115°C yielded a remarkable destruction of polysaccharides with a total collapse in gelling power.     

Assessing the validity of a learning analytics expectation instrument: A multinational study

To assist higher education institutions in meeting the challenge of limited student engagement in the implementation of Learning Analytics services, the Questionnaire for Student Expectations of Learning Analytics (SELAQ) was developed. This instrument contains 12 items, which are explained by a purported two-factor structure of “Ethical and Privacy Expectations” and “Service Feature Expectations.” As it stands, however, the SELAQ has only been validated with students from UK university, which is problematic on account of the interest in Learning Analytics extending beyond this context. Thus, the aim of the current work was to assess whether the translated SELAQ can be validated in three contexts (an Estonian, a Spanish, and a Dutch University). The findings show that the model provided acceptable fits in both the Spanish and Dutch samples, but was not supported in the Estonian student sample. In addition, an assessment of local fit is undertaken for each sample, which provides important points that need to be considered in future work. Finally, a general comparison of expectations across contexts is undertaken, which are discussed in relation to the General Data Protection Regulation (2018).     

Web-based self- and peer-assessment of teachers’ digital competencies

Although there exist several alternative frameworks and standards for describing the digital competencies expected from teachers, there is a lack of Web-based assessment tools that allow authentic, reliable and valid assessment of these competencies. This paper addresses the design challenges related to a software solution for self- and peer-assessment of teachers’ digital competencies. The empirical part of the paper describes the participatory design process and results from the first user testing of a Web-based self- and peer-assessment tool DigiMina, which supports teachers in building and sharing a personal competency profile. In DigiMina, the competencies are assessed by a teacher herself or by her peers using the performance indicators that are based on the competency model NETS for Teachers created by the International Society of Technology in Education.