Improving assessment management using tools

This paper firstly explains the importance of assessment management, then introduces two assessment tools currently used in the School of Information Technology at Deakin University. A comparison of assignment marking was conducted after collecting test data from three sets of assignments. The importance of providing detailed marking guides and personalized comments is emphasized and future possible extension to the tools is also discussed at the end of this paper.

Cultural tools to enhance learning

The cultural tools to connect, communicate, and prepare learners for future academic and workplace activities underpin today’s education. In the 21st century, the use of technologies, and in particular social technologies, provide a paradigm shift in the way teachers become engaged and personalize professional development. The technologies are the cultural tools (Vygotsky, 1975, p. 3) deployed to communicate and analyze learners’ realities; however, some experienced teachers are reluctant to embrace these realities. However, there are other teachers who are adopting the 21st century cultural tools to make their learning and the learning of their students relevant, social and personal. This paper examines how social practices and cultural tools deployed, in a study with experienced teachers, adds value to teacher professional development. It examines the scaffolding with social technologies to enable learners to progress to higher order development in a Zone of Proximal Development (Vygotsky, 1978) in Higher Education.

A conversation about choreographic thinking tools

This article aims to draw the reader into an interdisciplinary conversation between the co-authors about the use of imagery in dance creation placed under very different disciplinary lenses. The conversation has two points of departure. First, for nearly a decade the choreographer Wayne McGregor has engaged in an interdisciplinary collaborative research with cognitive scientists with the aim to develop new understandings of the choreographic process. A large percentage of this research has focused on imagery in creativity and has resulted in the development of the Choreographic Thinking Tools, currently in use by McGregor and his dance company. One third of this article is dedicated to a description of these developments combined with figures that illustrate the scientific theory lying behind them. The second point of departure and second third of this article brings these ideas into conjunction with somatic practices, as reflected in the writing of an expert practitioner invited to introduce somatics to McGregor's dance company in the framework of the Choreographic Thinking Tools. The final section that concludes the article reintroduces scientific theory with the goal to articulate some of the contrasts and overlaps between the different approaches represented in this conversation

Is there an app for that? Looking at possibilities and challenges of digital tools for literacy education

 Portable electronic devices such as the iPad are increasingly taking a place in contemporary childhood experiences including those of schooling (O'Mara & Laidlaw, 2011). As digital media theorists suggest, such new tools invite both "hope and fear" (Gee and Hayes, 2011, p.4), consistent with literacy innovations across history. In both Canada and Australia, educational stakeholders are looking to touch screen devices as having much promise, particularly within literacy education. This paper presentation examines the possibilities as well as the challenges and imagines the future of such digital tools within literacy education, looking at experiences and perspectives in Canada and Australia.
We take a qualitative ecological mode of inquiry approach to our data collection and analysis, drawing on complexity thinking (Davis & Sumara, 2006) to bring our multiple points of view together as diversely positioned educators. Within our individual sites, each author has collected data as a part of longer-term research projects. In this paper presentation we compare and contrast these data sets, attending to significant intersections and juxtaposing issues of culture and globalization. Within this mode of inquiry we value the particularity of the individual contexts, and locate them alongside one another in a larger bricolage (Johnson, 2010).
We examined observational data, documents and artifacts using Freebody and Luke's (1990) four resources model and the further adaptions of this model (see e.g. Luke & Freebody, 1999) to understand how touch screen devices are being used and positioned as literacy tools. We have engaged in collaborative data analysis, often working 'together' using digital tools ourselves to enable collective conversations. For example, we have used Facetime on iPads and laptops, Skype and email to facilitate collective analyses. We applied iterative and recursive analyses to uncover reoccurring themes both within and across sites and artifacts.
As our paper will elaborate, mobile touch screen devices such as iPads are widely being taken up in educational settings, and regarded as having the possibility to shift teaching and learning in new directions, as "paradigm breakers" (p. 4, Gov't of AB, 2011). As personal, mobile devices, these tools present challenges that require educators to think differently about learning and teaching. Our paper also addresses the opportunities and affordances that iPads might offer to learners, as having the potential for students to engage in playful exploration, and in the role of designers, creators, and producers, rather than as passive recipients.

Process evaluation design and tools used in a kindergarten-based, family-involved intervention to prevent obesity in early childhood. The ToyBox-study

Process evaluation (PE) is used for the in-depth evaluation of the implementation process of health promotion programmes. The aim of the current paper was to present the PE design and tools used in the ToyBox-intervention. The PE design was based on a three-step approach, including the identification of ToyBox-specific PE elements (step 1), the development of PE tools and harmonization of procedures (step 2), and the implementation of PE using standardized protocol and tools across the intervention countries (step 3). Specifically, to evaluate the implementation of the intervention, teachers' monthly logbooks were recorded (dose delivered, fidelity, dose received); post-intervention questionnaires were completed by parents/caregivers and teachers (dose received); participation and attrition rates were recorded (recruitment, reach); and audit questionnaires and retrospective information on weather conditions were collected (physical and social environment within which the intervention was implemented). Regarding the teachers' training sessions, the researchers who performed the trainings completed evaluation forms and documented teachers' attendance after each training (dose delivered, fidelity, dose received) and teachers completed evaluation forms after each training (dose received). The PE performed in the ToyBox-intervention may contribute in the evaluation of its effectiveness, guide the revision of the intervention material and provide insights for future health promotion programmes and public health policy.

A touching movement : force control turns machining robots into universal tools

ABB has written a new chapter in the book of robot applications. While in the past it had been a tedious and time-consuming effort to program a robot for delicate fine-tuning operations, robots can now learn how to best manage such tasks themselves. This innovative approach can reduce overall programming times by up to 80 percent for robots used to grind castings, vastly improving productivity levels. With ABB’s new Flex Finishing system featuring RobotWare Machining FC (force control), one of the last real barriers to productivity improvement in this sector has been lifted.

Organisational learning as an emerging process: the generative role of digital tools in informal learning practices

 Increasing attention is paid to organisational learning, with the success of contemporary organisations strongly contingent on their ability to learn and grow. Importantly, informal learning is argued to be even more significant than formal learning initiatives. Given the widespread use of digital technologies in the workplace, what requires further attention is how digital technologies (eg, massive open online courses—MOOC) enable informal learning processes. Drawing from Complex Adaptive Systems (CAS) theory, in this paper we advance a conceptual model for examining this important topic. The two dimensional matrix and the micro-level description of informal learning activities presented provide a framework for both further research on technology-mediated practices for informal learning, as well as the design of formative contexts for learning to occur.

New tools for understanding the local asymptotic power of panel unit root tests

Abstract Motivated by the previously documented discrepancy between actual and predicted power, the present paper provides new tools for analyzing the local asymptotic power of panel unit root tests. These tools are appropriate in general when considering panel data with a dominant autoregressive root of the form ^ρi=1+^ciN-^κT-^τ, where i=1,...,N indexes the cross-sectional units, T is the number of time periods and ^ci is a random local-to-unity parameter. A limit theory for the sample moments of such panel data is developed and is shown to involve infinite-order series expansions in the moments of ^ci, in which existing theories can be seen as mere first-order approximations. The new theory is applied to study the asymptotic local power functions of some known test statistics for a unit root. These functions can be expressed in terms of the expansions in the moments of ^ci, and include existing local power functions as special cases. Monte Carlo evidence is provided to suggest that the new results go a long way toward bridging the gap between actual and predicted power.

DNA transfer by examination tools--a risk for forensic casework?

The introduction of profiling systems with increased sensitivity has led to a concurrent increase in the risk of detecting contaminating DNA in forensic casework. To evaluate the contamination risk of tools used during exhibit examination we have assessed the occurrence and level of DNA transferred between mock casework exhibits, comprised of cotton or glass substrates, and high-risk vectors (scissors, forceps, and gloves). The subsequent impact of such transfer in the profiling of a target sample was also investigated. Dried blood or touch DNA, deposited on the primary substrate, was transferred via the vector to the secondary substrate, which was either DNA-free or contained a target sample (dried blood or touch DNA). Pairwise combinations of both heavy and light contact were applied by each vector in order to simulate various levels of contamination. The transfer of dried blood to DNA-free cotton was observed for all vectors and transfer scenarios, with transfer substantially lower when glass was the substrate. Overall touch DNA transferred less efficiently, with significantly lower transfer rates than blood when transferred to DNA-free cotton; the greatest transfer of touch DNA occurred between cotton and glass substrates. In the presence of a target sample, the detectability of transferred DNA decreased due to the presence of background DNA. Transfer had no impact on the detectability of the target profile, however, in casework scenarios where the suspect profiles are not known, profile interpretation becomes complicated by the addition of contaminating alleles and the probative value of the evidence may be affected. The results of this study reiterate the need for examiners to adhere to stringent laboratory cleaning protocols, particularly in the interest of contamination minimisation, and to reduce the handling of items to prevent intra-item transfer.