LeaD-In : a cultural change model for peer review of teaching in higher education

Peer review of teaching is recognized increasingly as one strategy for academic development even though historically peer review of teaching is often unsupported by policy, action and culture in many Australian universities. Higher education leaders report that academics generally do not engage with peer review of teaching in a systematic or constructive manner, and this paper advances and analyses a conceptual model to highlight conditions and strategies necessary for the implementation of sustainable peer review in higher education institutions. The model highlights leadership, development and implementation, which are critical to the success and formation of a culture of peer review of teaching. The work arises from collaborative research funded by the Office for Learning and Teaching to foster and advance a culture of peer review of teaching across several universities in Australia.

Real-Time Control Of Floods Along The Demer River, Belgium, By Means Of MPC In Combination With GA And A Fast Conceptual River Model

Climate model projections show that climate change will further increase the risk of flooding in many regions of the world. There is a need for climate adaptation, but building new infrastructure or additional retention basins has its limits, especially in densely populated areas where open spaces are limited. Another solution is the more efficient use of the existing infrastructure. This research investigates a method for real-time flood control by means of existing gated weirs and retention basins. The method was tested for the specific study area of the Demer basin in Belgium but is generally applicable. Today, retention basins along the Demer River are controlled by means of adjustable gated weirs based on fixed logic rules. However, because of the high complexity of the system, only suboptimal results are achieved by these rules. By making use of precipitation forecasts and combined hydrological-hydraulic river models, the state of the river network can be predicted. To fasten the calculation speed, a conceptual river model was used. The conceptual model was combined with a Model Predictive Control (MPC) algorithm and a Genetic Algorithm (GA). The MPC algorithm predicts the state of the river network depending on the positions of the adjustable weirs in the basin. The GA generates these positions in a semi-random way. Cost functions, based on water levels, were introduced to evaluate the efficiency of each generation, based on flood damage minimization. In the final phase of this research the influence of the most important MPC and GA parameters was investigated by means of a sensitivity study. The results show that the MPC-GA algorithm manages to reduce the total flood volume during the historical event of September 1998 by 46% in comparison with the current regulation. Based on the MPC-GA results, some recommendations could be formulated to improve the logic rules.

Diachronic and Synchronic Indexing: Modeling Conceptual Change in Indexing Languages

This paper outlines a model of conceptual change in indexing languages. Findings from this modeling effort point to three ways meaning and relationships are established and then change in an indexing language. These ways: structural, terminological, and textual point to ways indexing language metadata can aid in managing conceptual change in indexing languages.

Approach to developing a 3D conceptual hydrogeology model, in a system with multiple bore logs, Howard East, Darwin, using in-house software (GVS)

The Howard East rural area has experienced a rapid growth of small block subdivisions and horticulture over the last 40 years, which has been based on groundwater supply. Early bores in the area provide part of the water supply for Darwin City and are maintained and monitored by NT Power & Water Corporation. The Territory government (NRETAS) has established a monitoring network, and now 48 bores are monitored. However, in the area there are over 2700 private bores that are unregulated.Although NRETAS has both FDM and FEM simulations for the region, community support for potential regulation is sought. To improve stakeholder understanding of the resource QUT was retained by the TRaCKconsortium to develop a 3D visualisation of the groundwater system.

Tactical driver lane change model using forward search

This paper describes the development and evaluation of a tactical lane change model using the forward search algorithm, for use in a traffic simulator. The tactical lane change model constructs a set of possible choices of near-term maneuver sequences available to the driver and selects the lane change action at the present time to realize the best maneuver plan. Including near term maneuver planning in the driver behavior model can allow a better representation of the complex interactions in situations such as a weaving section and high-occupancy vehicle (HOV) lane systems where drivers must weave across several lanes in order to access the HOV lanes. To support the investigation, a longitudinal control model and a basic lane change model were also analyzed. The basic lane change model is similar to those used by today's commonly-used traffic simulators. Parameters in all models were best-fit estimated for selected vehicles from a real-world freeway vehicle trajectory data set. The best-fit estimation procedure minimizes the discrepancy between the model vehicle and real vehicle's trajectories. With the best fit parameters, the proposed tactical lane change model gave a better overall performance for a greater number of cases than the basic lane change model.

Understanding pre-service teacher conceptual change through slowmation animation

This paper is an exploration of conceptual change. It reports on a study which utilised Hewson and Lemberger’s (2000) Conceptual Status Elements, and explores the unique contribution of Slowmation Animation in the conceptual learning of pre-service science teachers. 15 short animations were created by 55 participants in a single two hour tutorial class as a part of their methods training. Conceptual change was found to occur when their animation topic challenged their understandings of the processes within the scientific concept. The pre-service science teachers reported an enthusiasm for Slowmation Animation as a method for learning how to learn, as well as for highlighting what they thought they knew, but didn’t really know.

Improving the design of online applications for social benefit through a behaviour change model

Community support agencies routinely employ a web presence to provide information on their services. While this online information provision helps to increase an agency’s reach, this paper argues that it can be further extended by mapping relationships between services and by facilitating two-way communication and collaboration with local communities. We argue that emergent technologies, such as locative media and networking tools, can assist in harnessing this social capital. However, new applications must be designed in ways that both persuade and support community members to contribute information and support others in need. An analysis of the online presence of community service agencies and social benefit applications is presented against Fogg’s Behaviour Model. From this evaluation, design principles are proposed for developing new locative, collaborative online applications for social benefit.

Embedding EfS in teacher education : an introductory guide to using the systems change model

Welcome to this introductory guide on using a systems change model to embed Education for Sustainability (EfS) into teacher education. Pressing sustainability issues such as climate change, biodiversity loss and depletion of non-renewable resources pose new challenges for education. The importance of education in preparing future citizens to engage in sustainable living practices and help create a more sustainable world is widely acknowledged. As a result many universities around the world are beginning to recognize the need to integrate EfS into their teacher education programs. However, evidence indicates that there is little or no core EfS knowledge or pedagogy in pre-service teacher courses available to student teachers in a thorough and systematic fashion. Instead efforts are fragmented and individually or, at best, institutionally-based and lacking a systems approach to change, an approach that is seen as essential to achieving a sustainable society (Henderson & Tilbury, 2004). The result is new teachers are graduating without the necessary knowledge or skills to teach in ways that enable them to prepare their students to cope well with the new and emerging challenges their communities face. This guide has been prepared as part of a teaching and learning research project that applied a systems change approach to embedding the learning and teaching of sustainability into pre-service teacher education. The processes, outcomes and lessons learnt from this project are presented here as a guide for navigating pathways to systemic change in the journey of re-orienting teacher education towards sustainability. The guide also highlights how a systems change approach can be used to successfully enact change within a teacher education system. If you are curious about how to introduce and embed EfS into teacher education – or have tried other models and are looking for a more encompassing, transformative approach – this guide is designed to help you. The material presented in this guide is designed to be flexible and adaptive. However you choose to use the content, our aim is to help you and your students develop new perspectives, promote discussion and to engage with a system-wide approach to change.

Testing times for the implementation of curriculum change: Analysis and extension of a curriculum change model

School curriculum change processes have traditionally been managed internally. However, in Queensland, Australia, as a response to the current high-stakes accountability regime, more and more principals are outsourcing this work to external change agents (ECAs). In 2009, one of the authors (a university lecturer and ECA) developed a curriculum change model (the Controlled Rapid Approach to Curriculum Change (CRACC)), specifically outlining the involvement of an ECA in the initiation phase of a school’s curriculum change process. The purpose of this paper is to extend the CRACC model by unpacking the implementation phase, drawing on data from a pilot study of a single school. Interview responses revealed that during the implementation phase, teachers wanted to be kept informed of the wider educational context; use data to constantly track students; relate pedagogical practices to testing practices; share information between departments and professional levels; and, own whole school performance. It is suggested that the findings would be transferable to other school settings and internal leadership of curriculum change. The paper also strikes a chord of concern – Do the responses from teachers operating in such an accountability regime live their professional lives within this corporate and globalised ideology whether they want to or not?

Integrated conceptual ecosystem model development for the Florida Keys/Dry Tortugas coastal marine ecosystem: MARine Estuarine goal Setting (MARES) for South Florida

The overall goal of the MARine and Estuarine goal Setting (MARES) project for South Florida is “to reach a science-based consensus about the defining characteristics and fundamental regulating processes of a South Florida coastal marine ecosystem that is both sustainable and capable of providing the diverse ecosystem services upon which our society depends.” Through participation in a systematic process of reaching such a consensus, science can contribute more directly and effectively to the critical decisions being made by both policy makers and by natural resource and environmental management agencies. The document that follows briefly describes the MARES project and this systematic process. It then describes in considerable detail the resulting output from the first two steps in the process, the development of conceptual diagrams and an Integrated Conceptual Ecosystem Model (ICEM) for the first subregion to be addressed by MARES, the Florida Keys/Dry Tortugas (FK/DT). What follows with regard to the FK/DT is the input received from more than 60 scientists, agency resource managers, and representatives of environmental organizations beginning with a workshop held December 9-10, 2009 at Florida International University in Miami, Florida.

Integrated conceptual ecosystem model development for the southeast Florida coastal marine ecosystem: MARine Estuarine goal Setting (MARES) for South Florida

The overall goal of the MARES (MARine and Estuarine goal Setting) project for South Florida is “to reach a science-based consensus about the defining characteristics and fundamental regulating processes of a South Florida coastal marine ecosystem that is both sustainable and capable of providing the diverse ecosystem services upon which our society depends.” Through participation in a systematic process of reaching such a consensus, science can contribute more directly and effectively to the critical decisions being made both by policy makers and by natural resource and environmental management agencies. The document that follows briefly describes MARES overall and this systematic process. It then describes in considerable detail the resulting output from the first step in the process, the development of an Integrated Conceptual Ecosystem Model (ICEM) for the third subregion to be addressed by MARES, the Southeast Florida Coast (SEFC). What follows with regard to the SEFC relies upon the input received from more than 60 scientists, agency resource managers, and representatives of environmental organizations during workshops held throughout 2009–2012 in South Florida.

Integrated conceptual ecosystem model development for the southwest Florida shelf coastal marine ecosystem: MARine Estuarine goal Setting (MARES) for South Florida

The overall goal of the MARine and Estuarine goal Setting (MARES) project for South Florida is “to reach a science-based consensus about the defining characteristics and fundamental regulating processes of a South Florida coastal marine ecosystem that is both sustainable and capable of providing the diverse ecosystem services upon which our society depends.” Through participation in a systematic process of reaching such a consensus, science can contribute more directly and effectively to the critical decisions being made by both policy makers and by natural resource and environmental management agencies. The document that follows briefly describes the MARES project and this systematic process. It then describes in considerable detail the resulting output from the first two steps in the process, the development of conceptual diagrams and an Integrated Conceptual Ecosystem Model (ICEM) for the second subregion to be addressed by MARES, the Southwest Florida Shelf (SWFS). What follows with regard to the SWFS is the input received from more than 60 scientists, agency resource managers, and representatives of environmental organizations beginning with a workshop held August 19-20, 2010 at Florida Gulf Coast University in Fort Myers, Florida.