A model eliciting framework for integrating mathematics and robotics learning

Robotics is taught in many Australian ICT classrooms, in both primary and secondary schools. Robotics activities, including those developed using the LEGO Mindstorms NXT technology, are mathematics-rich and provide a fertile round for learners to develop and extend their mathematical thinking. However, this context for learning mathematics is often under-exploited. In this paper a variant of the model construction sequence (Lesh, Cramer, Doerr, Post, & Zawojewski, 2003) is proposed, with the purpose of explicitly integrating robotics and mathematics teaching and learning. Lesh et al.’s model construction sequence and the model eliciting activities it embeds were initially researched in primary mathematics classrooms and more recently in university engineering courses. The model construction sequence involves learners working collaboratively upon product-focussed tasks, through which they develop and expose their conceptual understanding. The integrating model proposed in this paper has been used to design and analyse a sequence of activities in an Australian Year 4 classroom. In that sequence more traditional classroom learning was complemented by the programming of LEGO-based robots to ‘act out’ the addition and subtraction of simple fractions (tenths) on a number-line. The framework was found to be useful for planning the sequence of learning and, more importantly, provided the participating teacher with the ability to critically reflect upon robotics technology as a tool to scaffold the learning of mathematics.

Women's health and a framework convention on global health

This paper considers the role for a Framework Convention on Global Health in addressing key challenges in women’s health at a global level. Part I analyses the conceptualization of health in terms of human rights and the linking of women’s rights and human rights. Part II seeks to identify pressing issues for women’s health, articulating 10 key challenges for women’s health. Part III considers the proposal for a Framework Convention on Global Health to meet global health needs. Finally, Part IV asks whether international law can provide a valuable platform to support recognition and achievement of women’s health rights and identifies key elements for supporting and promoting women’s health.

Towards an analysis framework of technology habituation by older users

Smart everyday objects could support the wellbeing, independent living and social connectedness of ageing people, but their successful adoption depends upon them fitting with their skills, values and goals. Many technologies fail in this respect. Our work is aimed at designs that engage older people by building on their individual affective attachment to habituated objects and leveraging, from a participatory design perspective, the creative process through which people continuously adapt their homes and tools to their own lifestyle. We contribute a novel analytic framework based on an analysis of related research on appropriation and habituated objects. It identifies steps in appropriation from inspection to performance and habituation. We test this framework with the preliminary testing of an augmented habituated object, a messaging kettle. While only used in one home so far, its daily use has provoked many thoughts, scenarios and projections about use by friends, both practical, utopian and dystopian.

Inquiry learning: A pedagogical and curriculum framework for information literacy

This chapter presents an inquiry learning framework that can be used as a pathway for the development of information literacy in both K-12 and higher education. Inquiry learning is advocated as an authentic and active approach that draws upon students’ natural curiosity. The pedagogical and curriculum framework incorporates three major elements: questioning frameworks, information literacy and an iterative research cycle. Models and strategies for the elements of the framework are presented and discussed. The chapter ends with an acknowledgement of the challenges associated with implementing inquiry learning.

Establishing a framework for transforming student engagement, success and retention in higher education institutions

This poster summarises the outcomes of a national project to develop and provide a holistic framework consisting of a series of sequential and increasingly sophisticated stages that will allow higher education institutions (HEIs) to manage and improve their student engagement and retention strategies/programs.