iTeach we learn via mobile apps : "a case study in a business course"

Mobile smart phones and Mobile applications (apps) can be seen as an added opportunity for education and for teachers in particular, this can be true if educational institutions are willing to enable this type of delivery mechanism. With the recent development of app technologies in today’s society and the shift towards mobile technologies (devices and applications), it seems hard to imagine better devices and tools that can grant students easy and on demand access to learning content. These smart devices and technologies are multitasking and can offer variety of educational apps that teachers and students are able to integrate into their daily learning activities and can carry with them anywhere. In this paper mobile apps and their integration in education are discussed, a case study on the use of three mobile apps (e-Lecture-Producer, Dropbox and QR Code) in an educational setting in a Business e-commerce course is described. Results and outcomes are discussed based on the results from the case study.

Use of web-conferencing software to enhance practical learning for distance students in a first-year Engineering course

BACKGROUND : For many years, Deakin University has delivered an accredited undergraduate engineering course by means of distance education. One of the chief challenges is to provide the necessary practical instruction and experience in engineering to these students. In first-year physics and first-year materials science, off-campus students normally attend on-campus lab classes either on a Saturday or as part of a residential school. However, because some students live either interstate or overseas, it is sometimes impossible for small groups of students to attend an on-campus lab class. PURPOSE : This paper investigates whether web-conferencing software can be an effective means for delivering practical classes to small groups of distance students in first-year physics and also first-year materials. METHOD : Over three semesters in 2012, we employed the Elluminate-Live! software platform to broadcast six lab practicals in first-year physics, and one practical in first-year materials engineering. The students submitted practical reports as did all the other students in each unit. The students in each unit fell into three groups: on-campus students, off-campus students who performed their practicals on-campus, and off-campus students who performed their practicals “virtually” via an Elluminate-Live! session. RESULTS : The trials showed that it is possible to broadcast both physics and materials practical classes by means of web-conferencing software. Report marks of the students performing practicals by this method were comparable to those in the other groups. CONCLUSIONS : Our experience with four initial trials in delivering practical classes over the Internet was encouraging, and showed that the concept will work if done in an effective way.

Practically and productively analysing Course Experience Questionnaire student comment data

Australia national survey of graduates from 1993 onward. In addition to quantitative items, the CEQ also includes an invitation to respondents to write open-ended comments on the best aspects (BA) of their university course experience and those most needing improvement (NI). These responses provide a rich source additional information that can help in understanding what students had in mind when agreeing or disagreeing with the CEQ response items. Based on more than 160,000 comments from students graduating from 14 Australian universities over the period 2001-2004, Scott (2006) developed a five domain model (Outcomes, Staff, Course design, Assessment and Support) for the classification of CEQ comments, as well as a software package (CEQuery) to automate the analysis of CEQ BA and NI comment data. While computer automated comment analysis is convenient, there are a number of known limitations to this approach, and where the number of student comments is not large, manual coding/classification is a viable, and arguably superior, approach.

The course of uveitis in pregnancy and postpartum

Aim
To examine the course of non-infectious uveitis during pregnancy.

Methods
This is a retrospective case series. The medical records of 47 subjects with a previous history of non-infectious uveitis pre-dating their pregnancy were reviewed. Uveitis activity during the periods 1 year before pregnancy, during pregnancy and 1 year postpartum, were recorded. Information on patient demographics, type of uveitis, medication use, sex of child and breastfeeding status were also collected. The main outcome measures were the events of flare-ups during the prepregnancy, pregnancy and postpartum periods.

Results
The rate of flare-up was 1.188 per person year prior to pregnancy, 0.540 per person year during pregnancy and 0.972 per person year in postpartum (p<0.001 for comparison between prepregnancy and pregnancy; p=0.009 for comparison between pregnancy and postpartum). Rates of flare-up only began to decrease in the second trimester. After delivery, rates of flare-up rebounded and within 6 months postpartum, flare-up rates were not significantly different from prepregnancy levels (p=0.306). Even so, 40% of subjects were found to have remained inactive within 1 year postpartum.

Conclusions
Uveitis activity decreased by mid-pregnancy, but returned to prepregnancy levels within 6 months postpartum. These findings may be used to adjust uveitis management during pregnancy and the postpartum period.

Stable anode performance of an Sb–carbon nanocomposite in lithium-ion batteries and the effect of ball milling mode in the course of its preparation

Materials that alloy with lithium (Si, Ge, Sn, Sb, and P) are considered as alternatives to graphitic anodes in lithium-ion batteries. Their practical use is precluded by large volume changes (200–370%) during cycling. Embedding nanoparticles into carbon is being investigated as a way to tackle that, and ball milling is emerging as a technique to prepare nanocomposites with enhanced capacity and cyclic stability. Using Sb as a model system, we investigate the preparation of Sb–carbon nanocomposites using a reconfigurable ball mill. Four distinctive milling modes are compared. The structure of the composites varies depending on the mode. Frequent strong ball impacts are required for the optimal electrochemical performance of the nanocomposite. An outstanding stable capacity of 550 mA h g−1 for 250 cycles at a current rate of 230 mA g−1 is demonstrated in a thin electrode (1 mg cm−2) and a capacity of [similar]400 mA h g−1 can be retained at 1.15 A g−1. Some capacity fade is observed in a thicker electrode (2.5 mg cm−2), i.e. the performance is sensitive to mass loading. The electrochemical stability originates from the nanocomposite structure containing Sb nanoparticles (5–15 nm) dispersed in a carbon component.

Using online video-recorded interviews to connect the theory and practice of inclusive education in a course for student teachers

This article reports on a study into university preservice teachers’ perceptions of online video-recorded interviews as an alternative to the traditional lecture format in a course on inclusive education. With the aim of assisting preservice teachers to link theory and practice, the series of video-recorded interviews focused on key concepts around educating students with diverse needs and abilities. The interviews were conducted between the course coordinator and a number of professionals with relevant field experience in special education and inclusion, and were then made available to preservice teachers online. Survey data indicated that this type of delivery model was perceived as effective in promoting engagement and learning, and in facilitating an understanding of the connection between theory and practice. Implications for teacher education are discussed.

Sex as a determinant of relapse incidence and progressive course of multiple sclerosis

The aim of this work was to evaluate sex differences in the incidence of multiple sclerosis relapses; assess the relationship between sex and primary progressive disease course; and compare effects of age and disease duration on relapse incidence. Annualized relapse rates were calculated using the MSBase registry. Patients with incomplete data or <1 year of follow-up were excluded. Patients with primary progressive multiple sclerosis were only included in the sex ratio analysis. Relapse incidences over 40 years of multiple sclerosis or 70 years of age were compared between females and males with Andersen-Gill and Tweedie models. Female-to-male ratios stratified by annual relapse count were evaluated across disease duration and patient age and compared between relapse-onset and primary progressive multiple sclerosis. The study cohort consisted of 11 570 eligible patients with relapse-onset and 881 patients with primary progressive multiple sclerosis. Among the relapse-onset patients (82 552 patient-years), 48 362 relapses were recorded. Relapse frequency was 17.7% higher in females compared with males. Within the initial 5 years, the female-to-male ratio increased from 2.3:1 to 3.3:1 in patients with 0 versus ≥4 relapses per year, respectively. The magnitude of this sex effect increased at longer disease duration and older age (P < 10−12). However, the female-to-male ratio in patients with relapse-onset multiple sclerosis and zero relapses in any given year was double that of the patients with primary progressive multiple sclerosis. Patient age was a more important determinant of decline in relapse incidence than disease duration (P < 10−12). Females are predisposed to higher relapse activity than males. However, this difference does not explain the markedly lower female-to-male sex ratio in primary progressive multiple sclerosis. Decline in relapse activity over time is more closely related to patient age than disease duration.