Monitoring and Mitigating Particulate Matter Deposition on Decorative Surfaces: Current and Future Approaches in the Palace of Westminster

ABSTRACT

Research into dust deposition rates on the wall paintings in the State Apartments at the Palace of Westminster, London, UK, began during the restoration of the encaustic floor tiles. The study has broadened to inform day-to-day preventive care for the extensive fine art collections on display and the intricately decorated Gothic interiors, providing a powerful tool for the forthcoming restoration and renewal of the Palace. Different monitoring methods, using optical microscopy, macro-photography and software-based image analysis, were investigated. Qualitative analysis with SEM-EDX and optical microscopy allowed the identification of a number of anthropogenic, geogenic and biological sources of particulate matter, while quantitative results elucidated deposition trends, highlighting both seasonal and works-related impacts. Results indicated that mitigation measures taken to protect works of art and limit the diffusion and deposition of particulate matter on surrounding surfaces were successful. A new dust monitoring method, based on imaging of vertical surfaces and on a recently developed image analysis workflow (CHIJ) operated in open-source software (ImageJ) was trialled alongside more traditional methods for measuring dust deposition through collection of particulate matter on proxies. Results showed significant discrepancies between data acquired directly on wall painting surfaces as compared to horizontal glass slides. The advantages, limitations and complementarity of both monitoring methods were identified, and their potential contributions to the development of data-driven conservation approaches for heritage sites were assessed. The relatively low-tech methods and equipment used present useful and adapted tools for collection managers and conservators to inform their decision-making processes.     

Crowdsourcing the curriculum: Redefining e-learning practices through peer-generated approaches

ABSTRACT

Inclusion of open resources that employ a peer-generated approach is changing who learns what, from whom, and via what means. With these changes, there is a shift in responsibilities from the course designer to motivated and self-directed learner-participants. While much research on e-learning has addressed challenges of creating and sustaining participatory environments, the development of massive open online courses calls for new approaches that go beyond the existing research on participatory environments in institutionally defined classes. We decenter institutionally defined classes and broaden the discussion to the literature on the creation of open virtual communities and the operation of open online crowds. We draw on literatures on online organizing, learning science, and emerging educational practice to discuss how collaboration and peer production shape learning and enable “crowdsourcing the curriculum.”     

Implementing impact evaluation in professional practice: A study of support needs within the museum, archive and library sector

This paper reports on research into the professional needs of those embarking on impact evaluation in the museum, archive and library sector. The research used a web portal providing impact evaluation research findings and examples of methods and toolkits as a means of facilitating response and discussion about practitioner attitude to, and resource needs for, impact evaluation in their own organisations. The various challenges associated with impact evaluation are briefly explored in relation to the conflicting interests of policy makers, managers and practitioners working in the frontline. Respondents’ reactions to issues associated with information accessibility are discussed and reflect the complexity of providing adequate support for a wide range of professionals with varying experience and potential or perceived needs. Although the study focused on one sector of practitioners, the findings are relevant to all professionals aiming to develop high quality information services and systems in relation to their end users.     

Encouraging student engagement in a blended learning environment: the use of contemporary learning spaces

Research shows that some non‐traditional students find the university environment alienating, impersonal and unsupportive. The ‘Quickstart’ project combines traditional lectures and seminars with a sequence of carefully designed online tasks, aimed at lessening the impact of the start of year uncertainties for new students. One thousand students across two geographic locations participated in the programme. The project was evaluated by considering three sources of data: data generated by server statistics of 40,358 successful requests for pages in the first four weeks of teaching; student anonymous responses to an online end of course questionnaire as well as extracts from their reflective journals; and the student experience as viewed through the eyes of a researcher in the classroom. Findings offer insights into how the students blend classroom time with their own time; and student perceptions of their own learning experiences. A collaborative learning experience involving travel to a contemporary learning space (the Tate Modern Art Gallery) mitigated the possible isolating effect of the use of technology; instead the technology enhanced the discussion and participation in activities. The students visited the Tate Modern and then facilitated their discussions by sending each other SMS text messages; they bonded very quickly in the seminar groups, where weekly online tasks that had been prepared individually ‘outside’ the classroom were the focus of group discussion and debate ‘inside the classroom’; their end of semester reflective writing showed very clearly how valuable the early ‘friendship’ groups had been for them settling into university life.     

Towards mapping competencies through learning analytics: real-time competency assessment for career direction through interactive simulation

Abstract

The selection of career paths and making of academic choices is a difficult and often confusing task for young people. The impact on their lives, however, is enormous as it can determine entire future career possibilities. In India, a general remedy to this stress is that instead of choosing a field of study tailored to individual preferences and strengths, topics are chosen that align with the choices of the students’ families or their friends. This can have the effect of entrenching patterns of intergenerational inequity. The aim of this research is to give students greater access to the knowledge capital which will help them make better choices. This is achieved by engaging students in the career planning process, in order to convey information in a likeable and credible way. The COMPCAT (Competency and Career Assessment Tool) game engine combines the use of learning analytics and real time, interactive computer simulations designed to gain insights into the students’ engagement in the making of these complex decisions. This paper presents the conceptual architecture of the game and demonstrates its role in enhancing the learning effectiveness of the students.     

Developing educational goals: insights from a Peer Assisted Teaching Scheme

The rapid changes facing higher education are placing increased focus on the quality of the student experience, achieving learning outcomes, and employability expectations. As a result, academics in teaching roles are increasingly measured on performance via student evaluations amplifying attention on professional development initiatives for academics. One such initiative is the Peer Assisted Teaching Scheme currently in practice across many Australian universities. The critical component of the scheme is the establishment of teaching goals that provide focus and direction for the peer partnership. This study addresses two questions: (1) Around which aspects do academics set their goals for teaching improvement? and (2) How do academics’ goals align with the SMART goal-setting framework that is prescribed in the scheme? Findings from five Australian universities showed that goals align with a variety of educational areas yet many were underdeveloped, or misaligned with the proposed strategy. The implications of this are discussed and a framework for setting education goals for teaching improvement is developed.     

School principals and racism: responding to Aveling

This study responds to Nado Aveling's call in ‘Anti-racism in Schools: A question of leadership?’ (Discourse: Studies in the Cultural Politics of Education, 2007, 28(1), 69–85) for further investigation into racism in Australian schools. Aveling's interview study concluded that an overwhelming number of school principals denied the presence of racism in their schools, and that there were no discernible differences in how principals in different schools constructed racism. In contrast, our research found that school principals' constructions of cultural racism are strongly influenced by their school contexts. We elucidate these differences examining the various intersections between race, class and religion deployed by principals in different sites, and argue for the utility of examining and theorising cultural racism using an intersectional approach. By bringing context into our analysis we provide a more nuanced insight into the different ways in which racism is constituted and understood by Australian school principals.     

The fidelity of formative assessment implementation: issues of breadth and quality

The paper examines the breadth and quality of formative assessment implementation of 202 mathematics and science teachers who participated in a two-year, school-based professional development programme that focused on formative assessment. Results are triangulated using three sources of data: baseline and end-of-Year 2 data from an annual survey, logs that were completed daily at six two-week time points and reflections on formative assessment techniques that the teachers wrote weekly during the log collection periods. The data indicate that while teachers made significant improvements in some areas, certain aspects of formative assessment are less emphasised and there are some patterns around quality of implementation that suggest more targeted professional development is warranted.