Academic accountability and university adaptation: The architecture of an academic learning organization

Over the last decade universities have been subjected to various forms of academic accountability designed to maintain or improve the quality of their teaching and learning. A shared perspective of many of these accountability processes is that universities should become skilled at creating knowledge for the improvement of teaching and learning, and at modifying their behavior to reflect this new knowledge. In short, that universities should become “learning organizations.” What are the organizational characteristics of an academic learning organization? The paper will address this question by reviewing the adaptations in organizational structure and governance reported by universities attempting to improve the quality of their teaching and learning processes.     

Electronic Records Research Issues

This paper is an overview of the issues and concerns in the last decade of electronic records research. It highlights some achievement and identifies areas in which there remains a need for work, but mostly it examines the changing perception of what constituted the important questions in a field which was evolving quickly.     

Measure the Volume of a Tree: A Transformative Modeling Lesson on Measurement for Prospective Middle-school Science Teachers

Measurement is an essential skill that students need to develop in both mathematics and science classes. However, many students only develop very superficial understanding regarding the nature of measurement. Building upon modeling-based work, we construct a framework that views measurement as a complex set of knowledge and skills one can use to transform a model and/or a referent and their variations and bring them together in a coherent way. We use this framework to guide the design and implementation of a unit on measuring the volume of a tree with two cohorts of prospective teachers of middle grades. With selected examples, we illustrate our framework in terms of the relationship between modeling and measurement. We provide insights on how to design activities that enhance students’ in-depth understanding of measurement.     

An analysis on document length retrieval trends in language modeling smoothing

Document length is widely recognized as an important factor for adjusting retrieval systems. Many models tend to favor the retrieval of either short or long documents and, thus, a length-based correction needs to be applied for avoiding any length bias. In Language Modeling for Information Retrieval, smoothing methods are applied to move probability mass from document terms to unseen words, which is often dependant upon document length. In this article, we perform an in-depth study of this behavior, characterized by the document length retrieval trends, of three popular smoothing methods across a number of factors, and its impact on the length of documents retrieved and retrieval performance. First, we theoretically analyze the Jelinek–Mercer, Dirichlet prior and two-stage smoothing strategies and, then, conduct an empirical analysis. In our analysis we show how Dirichlet prior smoothing caters for document length more appropriately than Jelinek–Mercer smoothing which leads to its superior retrieval performance. In a follow up analysis, we posit that length-based priors can be used to offset any bias in the length retrieval trends stemming from the retrieval formula derived by the smoothing technique. We show that the performance of Jelinek–Mercer smoothing can be significantly improved by using such a prior, which provides a natural and simple alternative to decouple the query and document modeling roles of smoothing. With the analysis of retrieval behavior conducted in this article, it is possible to understand why the Dirichlet Prior smoothing performs better than the Jelinek–Mercer, and why the performance of the Jelinek–Mercer method is improved by including a length-based prior.

Spoon Feeding Leads to Regurgitation: a better diet can result in more digestible learning outcomes

It is common to hear teachers claim that their students expect to be spoon fed and are only capable of regurgitating information they have been fed. Their curricula reflect this belief and the outcome is a self‐fulfilling prophecy—the students dutifully regurgitate to the best of their ability to fulfill assessment requirements. We present a case study of a course based upon this belief, but provide evidence to show that the assumption was not true at all. When an alternative curriculum stressing independent learning and student‐centred approaches was developed, the students were not only capable of more meaningful learning approaches, they actually preferred them—even if they did at times work harder. We discuss the aspects of course design which contributed to encouraging students to use a deep approach to learning.     

Understanding Linear Function: a Comparison of Selected Textbooks from England and Shanghai

This study describes a comparison of how worked examples in selected textbooks from England and Shanghai presented possible learning trajectories towards understanding linear function. Six selected English textbooks and one Shanghai compulsory textbook were analysed with regards to the understanding required for pure mathematics knowledge in linear function. Understanding was defined as being at five levels: Dependent Relationship, Connecting Representations, Local Properties Noticing, Object Analysis and Inventising. These levels were developed by examining the most prominent theories from the existing literature on understanding function. Findings suggested that the English textbooks constrained the structural aspect of understanding linear function due to a point-to-point view of function, while the Shanghai textbook which focussed on a variable view of function overemphasised the algebraic approach. The discussion explored the drawbacks to each approach and what teachers or textbook writers could do to balance these two approaches in order to facilitate students’ understanding towards a structural view of linear function.