Embedding e-portfolios for effective lifelong learning:a case study

Lifelong learning is a ‘keystone’ of educational policies (Faure, 1972) where the emphasis on learning shifts from teacher to learner. Higher Education (HE) institutions should be committed to developing lifelong learning, that is promoting learning that is flexible, diverse and relevant at different times, and in different places, and is pursued throughout life. Therefore the HE sector needs to develop effective strategies to encourage engagement in meaningful learning for diverse student populations. The use of e-portfolios, as a ‘purposeful aggregation of digital items’ (Sutherland & Powell, 2007), can meet the needs of the student community by encouraging reflection, the recording of experiences and achievements, and personal development planning (PDP). The use of e-portfolios also promotes inclusivity in learning as it provides students with the opportunity to articulate their aspirations and take the first steps along the pathway of lifelong learning. However, ensuring the uptake of opportunities within their learning is more complex than the students simply having access to the software. Therefore it is argued here that crucial to the effective uptake and engagement of the e-portfolio is embedding it purposefully within the curriculum. In order to investigate effective implementation of e-portfolios an explanatory case study on their use was carried out, initially focusing on 3 groups of students engaged in work-based learning and professional practice. The 3 groups had e-Portfolios embedded and assessed at different levels. Group 1 did not have the e-Portfolio embedded into their curriculum nor was the e-Portfolio assessed. Group 2 had the e-Portfolio embedded into the curriculum and formatively assessed. Group 3 also had the e-Portfolio embedded into the curriculum and were summatively assessed. Results suggest that the use of e-Portfolios needs to be integral to curriculum design in modules rather than used as an additional tool. In addition to this more user engagement was found in group 2 where the e-Portfolio was formatively assessed only. The implications of this case study are further discussed in terms of curriculum development.

Embodying and embedding children's sleep: some sociological comments and observations

This paper, drawing on our own research findings data, explores the embodiment and embedment of sleeping in children's everyday/night lives. Key themes here include children's attitudes and feelings toward the dormant body, the processes, routines and rituals associated with going to bed and going to sleep, issues associated with bedrooms and privacy, and finally the relationship between dormancy and domicile. This in turn provides the basis, in the remainder of the paper, for a further series of reflections on the mutually informing relations between the sociology of sleep and the sociology of childhood. Remaining questions and challenges involved in researching children's sleep are also considered. Sleep, it is concluded, is not simply a rich and fascinating sociological topic in its own right it also has the potential to shed valuable new light on a significant yet hitherto under-researched part of children's lives, contributing important new insights in doing so.

Vacuum spacetimes of embedding class two

Doubt is cast on the much quoted results of Yakupov that the torsion vector in embedding class two vacuum space-times is necessarily a gradient vector and that class 2 vacua of Petrov type III do not exist. The rst result is equivalent to the fact that the two second fundamental forms associated with the embedding necessarily commute and has been assumed in most later investigations of class 2 vacuum space-times. Yakupov stated the result without proof, but hinted that it followed purely algebraically from his identity: Rijkl Ckl = 0 where Cij is the commutator of the two second fundamental forms of the embedding.From Yakupov's identity, it is shown that the only class two vacua with non-zero commutator Cij must necessarily be of Petrov type III or N. Several examples are presented of non-commuting second fundamental forms that satisfy Yakupovs identity and the vacuum condition following from the Gauss equation; both Petrov type N and type III examples occur. Thus it appears unlikely that his results could follow purely algebraically. The results obtained so far do not constitute denite counter-examples to Yakupov's results as the non-commuting examples could turn out to be incompatible with the Codazzi and Ricci embedding equations. This question is currently being investigated.

Embedding reflexivity within experiential qualitative psychology

In this article, it is argued that reflexivity is integral to experiential qualitative research in psychology. Reflexivity has been defined in many ways. Woolgar’s continuum of reflexivity though provides a useful gauge by which to judge whether a researcher is involved in simple reflection or reflexivity. The article demonstrates the benefits of adopting a reflexive attitude by presenting “challenge-to-competency.” The author’s encounter with Sarah will help illustrate the role of reflexivity both in data generation and in interpretative analysis. To close, it is proposed that reflexivity as hermeneutic reflection, with its grounding in hermeneutics and phenomenology, is a useful construct for guiding our engagement in reflexivity in experiential qualitative research.

Dynamical embedding and feature extraction of electroencephalographic data

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Optimal embedding for watermarking in discrete data spaces

In this paper, we address the problem of robust information embedding in digital data. Such a process is carried out by introducing modifications to the original data that one would like to keep minimal. It assumes that the data, which includes the embedded information, is corrupted before the extraction is carried out. We propose a principled way to tailor an efficient embedding process for given data and noise statistics. © Springer-Verlag Berlin Heidelberg 2005.

Outlier-resisting graph embedding

Graph embedding is a general framework for subspace learning. However, because of the well-known outlier-sensitiveness disadvantage of the L2-norm, conventional graph embedding is not robust to outliers which occur in many practical applications. In this paper, an improved graph embedding algorithm (termed LPP-L1) is proposed by replacing L2-norm with L1-norm. In addition to its robustness property, LPP-L1 avoids small sample size problem. Experimental results on both synthetic and real-world data demonstrate these advantages. © 2009 Elsevier B.V. All rights reserved.

Embedding silica and polymer fibre Bragg gratings (FBG) in plastic 3D-printed sensing patches

This paper reports the first demonstration of a silica fibre Bragg grating (SOFBG) embedded in an FDM 3-D printed housing to yield a dual grating temperature-compensated strain sensor. We also report the first ever integration of polymer fibre Bragg grating (POFBG) within a 3-D printed sensing patch for strain or temperature sensing. The cyclic strain performance and temperature characteristics of both devices are examined and discussed. The strain sensitivities of the sensing patches were 0.40 and 0.95 pm/μϵ for SOFBG embedded in ABS, 0.38 pm/μμ for POFBG in PLA, and 0.15 pm/μμ for POFBG in ABS. The strain response was linear above a threshold and repeatable. The temperature sensitivity of the SOFBG sensing patch was found to be up to 169 pm/°C, which was up to 17 times higher than for an unembedded silica grating. Unstable temperature response POFBG embedded in PLA was reported, with temperature sensitivity values varying between 30 and 40 pm/°C.

What nominal phrases are all about: the atypical case of indefinite pronouns with a determiner

This paper presents novel data that challenge the traditional categorial understanding of the nominal phrase. The established use of an indefinite pronoun with a determiner in French (ce quelqu'un, du n'importe quoi, un je ne sais quoi) contravenes assumptions both about pronouns, which should not be embedded, and nominal phrases, which should be headed by a noun. Analysed here for the first time, the embedding of a pronoun under a determiner is shown to find its justification in the semantic import of the construction. The anaphoric role guaranteeing referential continuity is promoted by a strong determiner; weak determiners typically contribute to constructing a designative use of the pronoun when a more precise characterisation cannot or will not be provided. How this construction would be analysed in the Minimalist Programme is presented to suggest that the phrase satisfies semantic requirements, which resolves the paradoxes of its traditional definition

DVMS 1.5: A user manual (the data visualization and modeling system)

The data available during the drug discovery process is vast in amount and diverse in nature. To gain useful information from such data, an effective visualisation tool is required. To provide better visualisation facilities to the domain experts (screening scientist, biologist, chemist, etc.),we developed a software which is based on recently developed principled visualisation algorithms such as Generative Topographic Mapping (GTM) and Hierarchical Generative Topographic Mapping (HGTM). The software also supports conventional visualisation techniques such as Principal Component Analysis, NeuroScale, PhiVis, and Locally Linear Embedding (LLE). The software also provides global and local regression facilities . It supports regression algorithms such as Multilayer Perceptron (MLP), Radial Basis Functions network (RBF), Generalised Linear Models (GLM), Mixture of Experts (MoE), and newly developed Guided Mixture of Experts (GME). This user manual gives an overview of the purpose of the software tool, highlights some of the issues to be taken care while creating a new model, and provides information about how to install & use the tool. The user manual does not require the readers to have familiarity with the algorithms it implements. Basic computing skills are enough to operate the software.

Independent component analysis for domain independent watermarking

A new principled domain independent watermarking framework is presented. The new approach is based on embedding the message in statistically independent sources of the covertext to mimimise covertext distortion, maximise the information embedding rate and improve the method's robustness against various attacks. Experiments comparing the performance of the new approach, on several standard attacks show the current proposed approach to be competitive with other state of the art domain-specific methods.

ICA based steganography

A domain independent ICA-based watermarking method is introduced and studied by numerical simulations. This approach can be used either on images, music or video to convey a hidden message. It relies on embedding the information in a set of statistically independent sources (the independent components) as the feature space. For the experiments the medium has arbritraly chosen to be digital images.

Quantisation effects and watermarking capacity

Digital watermarking aims at embedding information in digital data. The watermark is usually required to be imperceptible, unremovable and to have a high information content. Unfortunately, these three requirements are contradicting. For example, having a more robust watermark makes it either more perceptible or/and less informative. This paper investigates the relationship between the watermark information content and the induced distortion due to quantisation, such as lossy compression.

Structured codebooks for SCS watermarking

Digital watermarking aims at embedding information in digital data. The watermark is usually required to be imperceptible, unremovable and to have a high information content. Unfortunately, these three requirements are contradicting. For example, having a more robust watermark makes it either more perceptible or/and less informative. For Gaussian data and additive white Gaussian noise, an optimal but also impractical scheme has already be devised. Since then, many practical schemes have tried to approach the theoretical limits. This paper investigate improvements to current state-of-the-art embedding schemes.

Engaging tutors in using e-repositories for learning and teaching

Universities which set up online repositories for the management of learning and teaching resources commonly find that uptake is poor. Tutors are often reluctant to upload their materials to e-repositories, even though the same tutors are happy to upload resources to the virtual learning environment (e.g. Blackboard, Moodle, Sakai) and happy to upload their research papers to the university’s research publications repository. The paper reviews this phenomenon and suggests constructive ways in which tutors can be encouraged to engage with an e-repository. The authors have recently completed a major project “Developing Repositories at Worcester” which is part of a group of similar projects in the UK. The paper includes the feedback and the lessons learned from these projects, based on the publications and reports they have produced. They cover ways of embedding repository use into institutional working practice, and give examples of different types of repository designed to meet the needs of those using different kinds of learning and teaching resources. As well as this specific experience, the authors summarise some of the main findings from UK publications, in particular the December 2008 report of Joint Information Systems Committee: Good intentions: improving the evidence base in support of sharing learning materials and Online Innovation in Higher Education, Ron Cooke’s report to a UK government initiative on the future of Higher Education. The issues covered include the development of Web 2.0 style repositories rather than conventionally structured ones, the use of tags rather than metadata, the open resources initiative, the best use for conventional repositories, links to virtual learning environments, and the processes for the management and support of repositories within universities. In summary the paper presents an optimistic, constructive view of how to embed the use of e-repositories into the working practices of university tutors. Equally, the authors are aware of the considerable difficulties in making progress and are realistic about what can be achieved. The paper uses evidence and experience drawn from those working in this field to suggest a strategic vision in which the management of e-learning resources is productive, efficient and meets the needs of both tutors and their students.