Enhancing quality in online learning : scaffolding planning and design through proactive evaluation

A major issue confronting educators is the extent to which they wish to conform to so-called paradigm shifts in teaching and learning. In the contemporary world of tertiary education these shifts embrace both pedagogy (from instructivist to constructivist) and technology (from classroom to online). As teachers and learners are faced with the potential of these new learning environments, the extent to which learning outcomes are achieved remains a high priority and subject to a wide range of evaluation strategies. Conventionally, evaluation has been positioned at the end of the instructional development cycle, to assess first whether or not the creative effort achieved the original product goals and second whether or not the desired learning outcomes were realized. In the context of online teaching and learning environments, however, the level of understanding teachers, learners and developers have of the medium can impact the ultimate effectiveness of the product. This paper articulates an additional dimension to post-development evaluation processes in proposing proactive evaluation, a framework that identifies critical online learning factors and influences that will better inform the planning, design and development of learning resources. This notion of proactive evaluation advocates resource development being undertaken where all planning activities are assessed against the evaluation criteria that would normally be applied during formative assessment. By performing these evaluation checks proactively, online learning resources will, in principle, work first time as all relevant factors and issues will have been considered and resolved. More importantly, for those participants who are new to online environments, proactive evaluation will perform a scaffolding and professional development role by enhancing online teaching or learning competencies. <br />

Pretend play and maternal scaffolding : comparisons of toddlers with advanced development, typical development, and hearing impairment

This study used measures of pretend play and maternal scaffolding to explore and compare the early development of deaf children, typically developing children, and children showing advanced intellectual development. Marked differences were found among the groups in both play development and characteristics of mother-child interactions. In particular, children who scored above 130 IQ at four years of age were found, as toddlers, to have demonstrated significantly advanced pretend play. In addition, the mothers of the high IQ children engaged in scaffolding behaviors involving higher stages of pretend transformations, verbal analogies and world links. The findings are discussed in relation to children's learning in Vygotsky's Zone of Proximal Development, as well as possible implications for future research on early gifted development.<br />

Scaffolding students' learning in EME150 introduction to learners and learning theory : on looking back

This is a reflective article on the importance scaffolding in the EME 150 unit taught in collaboration with Deakin University Australia. Being the first unit introduced in the second semester of the first academic year, students were given a lot of support to enhance their understanding and learning since this curriculum was solely developed by Deakin University and introduced for the first time in teachers education curriculum. The scaffolding tools discussed in this article enabled students to a) establish deep learning of the theory. b) engage in collaborative and engaged learning which established good ethical relations between students c) transfer learning by applying theory into practice.<br />

Ti6Ta4Sn alloy and subsequent scaffolding for bone tissue engineering

Porous titanium (Ti) and titanium alloys are promising scaffold biomaterials for bone tissue engineering, because they have the potential to provide new bone tissue ingrowth abilities and low elastic modulus to match that of<br />natural bone. In the present study, a new highly porous Ti6Ta4Sn alloy scaffold with the addition of biocompatible alloying elements (tantalum (Ta) and tin (Sn)) was prepared using a space-holder sintering method. The<br />strength of the Ti6Ta4Sn scaffold with a porosity of 75% was found to be significantly higher than that of a pure Ti scaffold with the same porosity. The elastic modulus of the porous alloy can be customized to match that of<br />human bone by adjusting its porosity. In addition, the porous Ti6Ta4Sn alloy exhibited an interconnected porous structure, which enabled the ingrowth of new bone tissues. Cell culture results revealed that human SaOS₂<br />osteoblast-like cells grew and spread well on the surfaces of the solid alloy, and throughout the porous scaffold. The surface roughness of the alloy showed a significant effect on the cell behavior, and the optimum surface<br />roughness range for the adhesion of the SaOS2 cell on the alloy was 0.15 to 0.35 mm. The present study illustrated the feasibility of using the porous Ti6Ta4Sn alloy scaffold as an orthopedic implant material with a special<br />emphasis on its excellent biomechanical properties and in vitro biocompatibility with a high preference by osteoblast-like cells.<br />

Scaffolding pedegogic change in middle years literacy

This research investigated the impact on students and teachers of 'Reading to learn', a discourse-oriented approach to middle years literacy. It was found that, despite challenges, teachers can improve student literacy outcomes by changing patterns of classroom interaction, particularly where a theorised approach is used to support teacher professional learning.

Creating digital divas-scaffolding perception change through secondary school and university alliances

Over the last 20 years much has been done to encourage female students to choose computing courses and computing careers. Some instances of positive effects have been reported, yet the proportional disparity in gender in this discipline continues to grow. This paper reports on a program called 'Digital Divas'. Digital Divas aims to scaffold positive perceptions around computing in the early years of secondary school by involving female students in upbeat computing experiences over a semester. It introduces university undergraduates to the secondary classroom to provide informal role models and mentors, as well as interactions with young computing professionals. This classroom environment enables computer applications to be more strongly linked with future careers. The commitment to a semester length unit was influential in changing perceptions about girls and computing, and the program was supported by the wider school community. We posit that this type of curriculum intervention is needed and has the potential to build technical human capital in female students.<br />

Maternal scaffolding of analogy and metacognition in the early pretence of gifted children.

This study investigated whether mothers of children assessed as having gifted/high IQ at 5 years were more likely to scaffold their children in analogical and metacognitive thinking during the infant/toddler period than mothers of children with more typical IQs. The researcher videotaped 21 children in monthly play sessions with their mothers, from the time that the children were 8 months old until they were 17 months old, and coded the mothers' verbalizations for scaffolding of analogical and metacognitive thinking. A psychologist assessed these children on the Stanford-Binet IV (Thorndike, 1986) and found ability levels ranging from average to high. Analysis showed that mothers of the children with high IQs introduced analogical and metacognitive scaffolding earlier than mothers of children with average IQs. The findings are consistent with a bidirectional model of gifted development in which mothers respond to support advanced development from infancy.<br /><br />

Scaffolding, analysis and materials: contributing factors in an unexpected finding of advanced infant/toddler pretend play?

As part of a longitudinal study, infant/toddler pretend play development and maternal play modelling were investigated in dyadic context. A total of 21 children were videotaped in monthly play sessions with their mothers, from age 8 to 17 months. Child and mother pretend play frequencies and levels were measured using Brown&rsquo;s Pretend Play Observation Scale. Child IQ assessments at 5 years (Stanford&ndash;Binet IV) indicated average to high ability levels (M = 122.62). Descriptive analyses showed that children&rsquo;s levels of pretend development were markedly in advance of age-typical expectations. With a previous analysis showing no specific associations between play levels and IQ, intensive maternal scaffolding, data analysis approaches and use of abstract play materials are proposed as possible contributory factors to the children&rsquo;s advanced pretend play development.

An incremental meta-cognitive-based scaffolding fuzzy neural network

The idea of meta-cognitive learning has enriched the landscape of evolving systems, because it emulates three fundamental aspects of human learning: what-to-learn; how-to-learn; and when-to-learn. However, existing meta-cognitive algorithms still exclude Scaffolding theory, which can realize a plug-and-play classifier. Consequently, these algorithms require laborious pre- and/or post-training processes to be carried out in addition to the main training process. This paper introduces a novel meta-cognitive algorithm termed GENERIC-Classifier (gClass), where the how-to-learn part constitutes a synergy of Scaffolding Theory - a tutoring theory that fosters the ability to sort out complex learning tasks, and Schema Theory - a learning theory of knowledge acquisition by humans. The what-to-learn aspect adopts an online active learning concept by virtue of an extended conflict and ignorance method, making gClass an incremental semi-supervised classifier, whereas the when-to-learn component makes use of the standard sample reserved strategy. A generalized version of the Takagi-Sugeno Kang (TSK) fuzzy system is devised to serve as the cognitive constituent. That is, the rule premise is underpinned by multivariate Gaussian functions, while the rule consequent employs a subset of the non-linear Chebyshev polynomial. Thorough empirical studies, confirmed by their corresponding statistical tests, have numerically validated the efficacy of gClass, which delivers better classification rates than state-of-the-art classifiers while having less complexity.

Recent advances in chloroplast and mitochondrial division

Stomatin, originally identified as a major protein of the human erythrocyte membrane, is widely expressed in various tissues. Orthologues are found in vertebrates, invertebrates, plants, and microorganisms. Related proteins exhibit a common core structure, termed the prohibitin (PHB) domain, with varying extensions. Stomatin has an unusual topology, similar to caveolin-1, with a hydrophobic domain embedded at the cytoplasmic side of the membrane. Additional anchoring is provided by palmitoylation and the membrane affinity of the PHB domain. Stomatin associates with cholesterol-rich microdomains (lipid rafts), forms oligomers, and thereby displays a scaffolding function by generating large protein-lipid complexes. It regulates the activity of various membrane proteins by reversibly recruiting them to lipid rafts. This mechanism of regulation has been shown for GLUT-1 and may also apply for ion channels. Stomatin is located at the plasma membrane, particularly in microvilli, in endocytic and exocytic vesicles, and cytoplasmic granules. Stomatin-carrying endosomes are highly dynamic and interact with lipid droplets suggesting a role in intracellular lipid transport. This subcellular distribution and the caveolin-like protein structure suggest important membrane organizing functions for stomatin. A general picture emerges now that cell membranes contain cholesterol-rich domains that are generated and regulated by scaffolding proteins like caveolins, stomatins, and flotillin/reggie proteins.<br />

Continuous improvement through shared understanding : reconceptualising instructional design for online learning

Many Australian tertiary institutions provide support for academic staff in the design and development of online teaching and learning resources, often employing a centralised unit staffed with educational and instructional designers, multimedia and online developers, audio/video producers and graphic artists. It is not unusual for these units to have evolved from print-based distance education providers and consequently the design and development processes inherent within those units are often steeped in &lsquo;traditional&rsquo; sequential instructional development models. We argue that these models are no longer valid for effectively working with academic staff given the dynamic nature of online learning environments and the diversity of skills to implement effective online learning. This paper therefore presents an extended instructional design model in which the development cycle for online teaching and learning materials uses a scaffolding strategy in order to cater for learner-centred activities and to maximise scarce developer and academic resources. The model also integrates accepted phases of the instructional development process to provide guidelines for the disposition of staff and to more accurately reflect the creation of resources as learning design rather than instructional design. It is a model that builds on instructional design processes and integrates concepts of team-based development, shared understanding and the development of relevant communities of practice.<br />