Planning and teaching mathematics lessons as a dynamic, interactive process

We are researching actions that teachers can take to improve mathematics learning for all students, with particular attention to specific groups of students who might experience difficulty. After identifying possible barriers to learning, we offered teachers mathematics lessons structured in a particular way. Teachers’ use of the model outlined in this paper seemed productive and their resulting planning and teaching proved to be dynamic and interactive. This paper uses excerpts from a conversation between two teachers to illustrate specific aspects of the model.

A primary numeracy : a mapping review and analysis of Australian research in numeracy learning at the primary school level : report

The outcome from this project produces a database of over 185 projects and 726 publications relating to numeracy research to systematically ‘mapped’ Australian research on primary school numeracy over the last decade. The database incorporates research summaries and findings that are easily accessible to teachers and teacher educators, and act as a valuable tool for determining further research directions. The project report examines the available research and organises the discussion of the research findings under a set of themes and sub-themes.

Some summarised examples from the report reveals that:

* Effective teachers of numeracy:
- have high expectations of their students;
- focus on children’s mathematical learning, rather than on providing pleasant classroom experiences;
- provide a challenging curriculum;
- use higher-order questioning;
- make connections both within mathematics and between mathematics in different contexts; and
- use highly interactive teaching involvement with students in class discussion.

* Effective professional development programmes:
- provide teachers with the time and appropriate resources to enable them to reflect on their teaching;
- provide continuing support and encouragement while teachers explore possibilities and trial new strategies in their classrooms;
- involve teachers in school-based and wider networks;
- are of sufficient duration to allow significant changes to habitual beliefs and practices; and
- create opportunities for the exploration of theory-practice relationships.

Developing an interactive writing tool for business law students

Students’ performance in assessment tasks requiring logical written answers to case study problems can be adversely affected by difficulties in constructing a full length, logical written argument that demonstrates understanding to the level expected. This paper describes a teaching and learning tool developed to assist students in constructing logical full-length answers to given problems, using individual understanding of underlying concepts and their application. The tool allows students to see their thoughts and reasoning written into full-length answers of different styles. Developed initially for Business law students, this Answer Styles tool has scope to assist students’ writing in many disciplines.

Haptically enabled interactive virtual reality prototype for general assembly

Desktop computers based virtual training systems are attracting paramount attention from manufacturing industries due to their potential advantages over the conventional training practices. Significant cost savings can be realized due to the shorter training-scenarios development times and reuse of existing engineering models. In addition, by using computer based virtual reality (VR) training systems, the time span from the product design to commercial production can be shortened due to non-reliance on hardware parts. Within the aforementioned conceptual framework, a haptically enabled interactive and immersive virtual reality (HIIVR) system is presented. Unlike existing VR systems, the presented idea tries to imitate real physical training scenarios by providing comprehensive user interaction, constrained within the physical limitations of the real world imposed by the haptics devices within the virtual environment. As a result, in contrast to the existing VR systems, capable of providing knowledge generally about assembly sequences only, the proposed system helps in procedural learning and procedural skill development as well, due to its high physically interactive nature.

Investigation into the interactive multimedia production processes of novice multimedia designer /producers in a constructivist environment

The main purpose of this study was to investigate the instructional interactive multimedia (IMI) production processes of adult novice multimedia production course. The study aimed at discovering whether a constructivistic teacher-learning environment facilitated these multimedia novice designer / producers to further develop metacognitivestates of higher-order thinking like schema formation, problem-solving and cognitive construction when producing their interactive multimedia project. To achieve this study examined the facilitative and limiting activities in planning, design and development that have assisted or hindered the NMDPs during their multimedia production work This research utilises a qualitative paradigm and makes extensive use of multiple data sources such as the participants’ proposals, planning aids, logs and final projects for single as well as cross-case analyses and discussion. Three cases were selected for in-depth analysis in the study because they provided interviews and more complete documentation and "thick descriptions" of their multimedia production activities. Findings about the NMDPs multimedia production endeavours showed that they learnt best about multimedia technology for teacing and learning by producing an interactive multimedia project themselves. Factors that enabled some of the NMDPs to flourish in a constructivistic environment included their ability to utilise their new and extended schemata to problem solve, their self regulation and a creative and positive attitude to demanding multimedia work NMDPs who utilised facilitative planning aids and design strategies produced impressive work. The study further indicates that the NMDPs’ holistic multimedia production experience made them aware of the levels of complexity involved and boosted their confidence about multimedia production for educational purposes. Suggestions for further research include examining the production styles of adult multimedia novices and young novices and investigating the implications of designing multimedia for large audience presentation rather than for single or small group learner usage.

A problem-based learning project supported by the internet

This case study looks at how bank sites with interactive calculators can be used to enhance directed investigations of students in a Mathematics Studies course. In the course of these investigations, students access simulated contexts which enabled them to have a feel of how they would spend money in the real world. This case study reveals the confidence of students in carrying out searches and transferring data, learning about bank calculators and their role in real life, how hidden costs are incorporated into loans and being able to validate what is presented in these calculators with their own calculations. This case study also highlights the perceptions of the teacher regarding this strategy in teaching this topic and the areas that need improvement. This paper analyses what has happened in the teaching and learning process and endeavours to shed some light into how the Internet can be used to promote a quality mathematics education.

Meeting the challenge of establishing commercial mohair enterprises by building an interactive enterprise management and financial model

To assist in attracting investors into mohair production in Australia, a production and financial model was built as a learning and support tool. The work aimed to reduce search time and thinking costs about the impact of management strategies on financial feasibility. Various management strategies and assumptions applied to a case study with 300 breeding Angora does and eight variations. The results showed an internal rate of return for mohair ranging from 9.3% to 21.2% over 12 years, a median gross margin per effective hectare ranging from $82 to $167, cash at bank in year 12 ranging from $8,700 to $56,800 and net enterprise assets ranging from $69,900 to $155,700. A key benefit of the model was its ability to allow new farmers to explore potential management strategies and their assumptions about a future enterprise before investing.

Haptically enable interactive virtual assembly training system development and evaluation

Virtual training systems are attracting paramount attention from the manufacturing industries due to their potential advantages over the conventional training practices. Significant cost savings can be realized due to the shorter times for the development of different training-scenarios as well as reuse of existing designed engineering (math) models. In addition, use of computer based virtual reality (VR) training systems can shorten the time span from computer aided product design to commercial production due to non-reliance on the hardware parts for training. Within the aforementioned conceptual framework, a haptically enabled interactive and immersive virtual reality (HIVEx) system is presented. Unlike existing VR systems, the presented idea tries to imitate real physical training scenarios by providing comprehensive user interaction, constrained within the physical limitations of the real world. These physical constrains are imposed by the haptics devices in the virtual environment. As a result, in contrast to the existing VR systems that are capable of providing knowledge generally about assembly sequences only, the proposed system helps in cognitive learning and procedural skill development as well, due to its high physically interactive nature.

e-learning through digital theatre : breaking down the tyranny of distance and limits of location

In this article, we report on a cross-disciplinary, cross-cultural digital exchange project between Australian Drama and Education students and Dutch English Language and Culture students, and examine the impact of the place-independent, technology-mediated communications and collaboration on their learning trajectories. The intensive, intercultural collaboration between the two groups of students resulted in a 50-minute group-devised, digital theatre play entitled Quarter Acre Dreaming. This play, performed through live interactive media by both Dutch and Australian students, traced the historical development of the Australian suburb, while integrating scenes of Dutch immigration into Australia. In the creative process, the students on either side of the globe interacted through Computer-Mediated Communication (CMC), and used videoconferencing and Skype for live rehearsals and discussions to advance their learning of English, their performance repertoire and cross-cultural understanding.

Archipelago design : virtualopolis and the interactive virtual team scenario

Increasingly employers use virtual teams to leverage business knowledge that can solve day to day business problems and create new business opportunities. Consequently, according to Bridgstock, graduates increasingly require virtual teamwork skills such as communication, negotiation and collaboration. The project presented here has researched and trialled the role of a well-designed interactive scenario in developing graduate attributes related to working with others, using virtual business entities across four faculties. One innovative outcome from this has been the scoping and linking of cross-faculty virtual developments into an overarching structure which is easily navigable and engaging for the net generation learner, and capacity building for the university. For clarity, that scaffolding or framework ‘city’ has been called Virtualopolis. This has the potential to link pockets of innovation across the university in the area of experiential learning and virtual work-integrated learning (WIL), the term expolred by Walsh within the context of Briggs' constructive alignment. The prototype workteam scenario has multiple applications, with capacity to be a hurdle requirement, assessment item or training activity depending on the needs of the faculty’s WIL. By developing the online framework or model Virtualopolis, work-integrated teams assessment can be linked across different business entities, and used as skills preparation for experiential learning units such as internships, professional experience and workplace-based projects university-wide. This model has exciting possibilities of transferability across the higher education sector in the linkage of innovative virtual scenarios to reduce developmental costs, assessment tools/resources targeted specifically to graduate attributes, and virtual teamwork capacity building.

Comparison of the traditional problem-based learning format and larger, directed, independent study groups

 Problem based learning has been implemented as a pedagogical tool world-wide across a range of health professions since its inception at McMaster University, Canada, in 1969 (Neville & Norman, 2007). In addition to enhancing knowledge and understanding it is also claimed that PBL develops communication skills, encourages teamwork, sharing of information and respect for others, furthers problem solving skills, and allows students to assume responsibility for their own learning (Wood, 2003). However, the cognitive outcomes of PBL and traditional pedagogy (based on didactic teaching) are similar and hence widespread adoption of PBL has been questioned (see Colliver, 2000). Criticisms of PBL include its resource hungry nature, requiring, as it does, experienced tutors to facilitate .learning across several clusters of students dealing with the same problem. Given the actual and anticipated increase in numbers of medical students in Australia other strategies that retain the advantages of PBL, while minimising the demands on faculty, should now be explored. This paper reports our experience with a modification of the traditional PBL approach, termed PBLplus. This innovation was trialled in a regional clinical school, attached to a hospital, with a group of 19 graduate entry students, who had completed an integrated Year 1 / 2 of the MBBS. PBLplus involved allocating students from the whole class to three task directed groups. Groups had specified assignments to complete to facilitate learning across the whole class. A tutor listened to student presentations and provided an interactive presentation. Hence use of tutors was made more efficient, and faculty input was more specialised.

Using models in teaching and learning science

Models can be excellent tools to help explain abstract scientific concepts and for students to better understand these abstract concepts. A model could be a copy or replica, but it can also be a representation that is not like the real thing but can provide insight about a scientific concept. Models come in a variety of forms, such as three dimensional and concrete, two dimensional and pictorial, and digital forms. The features of models often depend on their purpose: for example, they can be visual, to show what something might look like, dynamic to show how something might work, and or interactive to show how something might respond to changes. One model is often not an accurate representation of a concept, so multiple models may be used.
Students’ modelling ability has been shown to improve through instruction and with practice of mapping the model to the real thing, highlighting the similarities and differences. The characteristics of a model that can be used in this assessment include accuracy and purpose. Models are commonly used by science teachers to describe, and explain scientific concepts, however, pedagogical approaches that include students using models to make predictions and test ideas about scientific concepts encourages students to use models for higher order thinking processes. This approach relates the use of models to the way scientists work, reflecting the nature of science and the development of scientific ideas. This chapter will focus on the way models are used in teaching: identifying pedagogical processes to raise students’ awareness of characteristics of models. In this way, the strengths and limitations of any model are assessed in relation to the real thing so that the accuracy and merit of the model and its explanatory power can be determined.

Human performance measures for interactive haptic-audio-visual interfaces

Virtual reality and simulation are becoming increasingly important in modern society and it is essential to improve our understanding of system usability and efficacy from the users’ perspective. This paper introduces a novel evaluation method designed to assess human user capability when undertaking technical and procedural training using virtual training systems. The evaluation method falls under the user-centred design and evaluation paradigm and draws on theories of cognitive, skillbased and affective learning outcomes. The method focuses on user interaction with haptic-audio-visual interfaces and the complexities related to variability in users’ performance, and the adoption and acceptance of the technologies. A large scale user study focusing on object assembly training tasks involving selecting, rotating, releasing, inserting and manipulating 3D objects was performed. The study demonstrated the advantages of the method in obtaining valuable multimodal information for accurate and comprehensive evaluation of virtual training system efficacy. The study investigated how well users learn, perform, adapt to and perceive the virtual training. The results of the study revealed valuable aspects of the design and evaluation of virtual training systems contributing to an improved understanding of more usable virtual training systems.

Learning to dance with a human

Artificial neural networks are an effective means of allowing software agents to learn about and filter aspects of their domain. In this paper we explore the use of artificial neural networks in the context of dance performance. The software agent’s neural network is presented with movement in the form of motion capture streams, both pre-recorded and live. Learning can be viewed as analogous to rehearsal, recognition and response to performance. The interrelationship between the software agent and dancer throughout the process is considered as a potential means of allowing the agent to function beyond its limited self-contained capability.