Green ICT Resource Set - INFO2009 Coursework, Bobs' Finest Group

Online resource set which details in full the Green ICT topic and associated areas. Online multiple choice quiz also included to test readers knowledge of topic once the tutorial has been read.

COMPUTER MISUSE ACT TUTORIAL AND QUIZ

As part of the INFO2009 coursework; an interactive resource set to teach students about the Computer Misuse Act, encompassing an explanation of the law and multiple-choice questions.

INFO2009 Cwk - Resource - by 'Legal Issues'

A link to our resource about the topic 'Open Source'. The website has information for you to learn about the topic and answer from multiple choice questions.

Info2009-Cwk2-InfoS

Resource for Info2009 Coursework 2 - Group: InfoS

INFO2009 Assignment 2 (Group 11) - An Interactive Tutorial on Digital Rights Management

This resource contains an interactive tutorial slide, a set of multiple choice questions and a poster that Group 11 composed for INFO2009 Assignment 2. The topic area for the resource is Digital Rights Management.

An interactive presentation on whistleblowing

A resource that focuses on using interactive multiple choice questions with accompanying scenario videos to enable university students to understand the legal and professional issues surrounding whistleblowing.

Web Design Labs (E-assessment)

Multiple choice quizzes for each lab

Interactive report writing from Edinburgh Napier University

Short general guide to report writing with drag and drop activities and sequenced (multiple choice) questions

Exploring the relationship between listening development and strategy use

This paper reports on an investigation into the development of the listening proficiency and strategic behaviour of 15 lower-intermediate learners of French in England. We consider whether listeners remain in the same listening proficiency group after six months, and whether changes in strategy use are related to movement or non-movement between listening proficiency groups. We also examine whether learners’ strategic behaviour reflects their teachers’ approaches to listening. Data were gathered at two time points from a recall protocol which learners completed after listening to short passages and from verbal reports made by learners while they completed a multiple choice listening task. Teacher interviews provided information on how listening had been presented in learners' classrooms. We detected little movement by students across the listening proficiency groups between the two time points. In spite of some changes in frequency of strategy use, we also observed stability in manner of use by some learners. Differences in strategy use were more evident between groups (non-movers, improvers and decliners) than between uses from Time 1 to Time 2. We conclude by discussing the pedagogical implications of these findings.

p38 alpha MAP Kinase Controls IL-17 Synthesis in Vogt-Koyanagi-Harada Syndrome and Experimental Autoimmune Uveitis

PURPOSE. Interleukin (IL)-17, which is responsible for the initial influx of leukocytes into the target tissue, was recently described as the main cytokine involved in autoimmune diseases. Vogt-Koyanagi-Harada (VKH) syndrome is a significant cause of noninfectious blindness in the world. Herein the authors aimed at unraveling the involvement of IL-17 in VKH and in experimental autoimmune uveitis, focusing on the signaling pathways involved in IL-17 synthesis. METHODS. Mice were immunized with 161-180 peptide and pertussis toxin. Draining lymph node cells, harvested 21 days after immunization, were cultured in the presence or absence of p38 alpha mitogen-activated protein kinase (MAPK) inhibitor (SB203580) and assayed for cytokine production and quantification of CD4(+)IL-17(+) cells. Mice received intraocular injections of SB203580, and disease severity was evaluated by histologic examination of the enucleated eyes at day 21. CD4(+) lymphocytes from MSK-1/2-deficient mice, human CD4(+) cells silenced with MSK1 siRNA, or peripheral blood mononuclear cells (PBMCs) from VKH patients were cultured in the presence or absence of p38 alpha MAPK inhibitor and then assayed for IL-17, IFN-gamma, and IL-4 production. RESULTS. The inhibition of p38 alpha MAPK fully blocked the synthesis of IL-17 by PBMCs from VKH patients and lymphocytes from EAU mice. The absence of the msk1/2 gene resulted in failure to produce IL-17 by murine and human lymphocytes. Interestingly, intraocular injections of SB203580 in EAU mice did not suppress development of the disease. CONCLUSIONS. These data show that p38 alpha MAPK-MSK1/2 is involved in the control of IL-17 synthesis by CD4(+) T cells and that inhibition of p38 alpha MAPK in vitro suppresses IL-17 synthesis but that inhibition of this kinase in vivo did not protect from EAU. (Invest Ophthalmol Vis Sci. 2010;51:3567-3574) DOI: 10.1167/iovs.09-4393

Lehman Flips for Clickers

The clicker is a versatile, easy to use electronic multiple choice device that helps provide instant feedback on what students are learning. In both hybrid and on-site classes, clickers provide a way to rapidly collect an answer to a question from every student; an answer for which they are all individually accountable. In this session, Biological sciences lecturer Rena Quinlan will describe her use of clickers with large classes that help students achieve defined course outcomes.

A survey of first-year university students`ability to use spreadsheets

Universities are using more information and communication technologies (ICT) in their teaching and learning environments. An anonymous multiple-choice survey self-assessed the spreadsheet skills of students enrolled in first-year units at the beginning of 2003. The results of the survey indicate significant deficiencies in the use of spreadsheets. There is a significant proportion of students who are unable to use spreadsheets as part of their education at the start of their university studies. The implications for tertiary education are discussed.

Learning approaches: examination type, discipline of study, and gender

A sample of 248 Australian university students participated in a study that investigated the influence of assessment type and discipline of study on students' learning approaches. Participants (93 psychology and 155 business students) responded to the Study Process Questionnaire in a context of preparation for a hypothetical examination. The hypothetical examination is in either a multiple-choice or an essay format. Results indicated that assessment type had no significant influence on how students approach their learning, while discipline did have significant influence on student learning.

Accessible telecommunications information for people with communication impairment

Study investigating the telecommunication information needs of people with communication disabilities in Australia. Participants were informed about the project through flyers, letters, e-mail, disability agency contacts, and Web sites. A survey with multiple choice and closed and open-ended items was developed. People with communication disabilities used a hard-copy survey format to facilitate completion. Sixty-five participants age eighteen and over from Victoria, Tasmania, South Australia, and Queensland completed the survey. Preliminary results of the study indicated that the participants requested six text-based adaptations: (1) make information clear and easy to read and understand, (2) use larger print, (3) highlight the key points, (4) use dot points, (5) use visual information, such as photos and communication symbols, and (6) provide a range of oral/audio and visual formats for information. The accessibility characteristics requested by the participants called for the development of text and Web-based formats, and for the development of inclusive design guidelines. The authors concluded that further investigation was required to determine the best possible method of making the information accessible.

Mathematical knowledge of some entrants to a pre-service education course

Standards for teaching emphasise the need for teachers to have deep content knowledge. To assess the mathematical knowledge of students enrolling in its B.Ed. program, the University of New England has introduced a mathematics diagnostic test. This work is the first stage of an ongoing research project into the numeracy needs of students entering the B.Ed. program. The test is a pen-andpaper test that replaces previous on-line, multiple-choice tests. This paper reports on the test results, discusses some common errors made by students and outlines the future direction of the research.