Use of concept mapping to integrate the different perspectives of designers and other stakeholders in the development of e-learning materials

Multi-disciplinary teams and stakeholders are involved in the production of e-learning materials and all have differing and valuable perspectives. A range of factors such as availability of new learning technologies, pedagogy or the learning market, may direct the design process. This article argues that a constructivist methodology for course design enables a project manager to build on all contributors' perspectives in a "bottom up" rather than a "top down" approach and be aware of any weaknesses and undesirable dominating influences. Concept mapping provided the basis for an e-learning development project at the University of Surrey to develop such a constructivist methodology. The design team and wider stakeholders each produced individual concept maps and were analysed to identify both commonalties and unique contributions that might influence design. The project manager then integrated the individual maps to produce an overall map of the project and found the process valuable for a more critical and holistic approach to directing the project.     

Changes in muscle-tendon length during the take-off of a running long jump

The aims of this study were to determine: (1) the modes of action of selected muscles of the supporting leg during the take-off of a running long jump; (2) whether the instant at which maximum knee flexion is recorded is a valid indicator of the instant these muscles change their modes of action; and (3) the relationships between the actions of these muscles and the change in the vertical velocity of the centre of mass during the take-off. Eleven elite, female long jumpers performed six jumps from a full-length approach. A model of selected muscles of the jumping leg was developed to estimate muscle-tendon lengths from segment positions obtained using cinematography. Only half of the muscles exhibited a lengthening-shortening sequence of activity. The instant at which maximum knee flexion was recorded was a poor indicator of when the muscles changed from eccentric to concentric activity. The more the vasti muscles were stretched, the larger the gain in vertical velocity; the longer the triceps surae muscles at touchdown, the more they were stretched, and the faster they were stretched, the larger the gain in vertical velocity. Enhancement through use of the stretch-shortening cycle did not make a significant contribution to vertical velocity via the actions of the vasti and triceps surae muscles.     

印度卓越CEO素质研究重要发现——利他 专注和内在力量

2006年，23名印度富翁走到世界的前台：《福布斯》全球富豪榜公布了他们神秘的面孔。米塔尔、普莱姆基、安巴尼兄弟、房地产大亨辛格，民航巨子纳瑞什等新老企业领袖，以及很多正随着印度经济一起腾飞的后来者，打造着印度企业CEO的集体成功塑像。[编者按]     

Pose tracking with rate gyroscopes in alpine skiing

The motion capture of alpine skiing is technically challenging. Motion capture systems using inertial sensors such as gyroscopes and accelerometers have begun to be used in sport. The capture volume of the system can be large enough to cover the whole area of a particular sporting event, because sensors are affixed to the human body itself. The current study developed a method of tracking the pose of an alpine skier using gyroscopes for 3 min with a tracking error of 2° (RMSE). The technical significance of the presented method, which uses one common simple algorithm to improve measurement of pose, applies to many experimental conditions. The adoption of a high resolution (24 bit) analog-to-digital converter and high sampling rate (1 kHz) also contribute to the improvement of measurement time.     

From Flexibility to Constraint: The Contrastive Use of Lexical Tone in Early Word Learning

Infants must develop both flexibility and constraint in their interpretation of acceptable word forms. The current experiments examined the development of infants' lexical interpretation of non‐native variations in pitch contour. Fourteen‐, 17‐, and 19‐month‐olds (Experiments 1 and 2, N = 72) heard labels for two novel objects; labels contained the same syllable produced with distinct pitch contours (Mandarin lexical tones). The youngest infants learned the label–object mappings, but the older groups did not, despite being able to discriminate pitch differences in an object‐free task (Experiment 3, N = 14). Results indicate that 14‐month‐olds remain flexible regarding what sounds make meaningful distinctions between words. By 17–19 months, experience with a nontonal native language constrains infants' interpretation of lexical tone.     

Conservation Behavior as the Outcome of Environmental Education

Abstract

Knowledge and attitude levels concerning water resources were compared for elementary, secondary science, and other secondary teachers who are using (n = 56) and not using (n = 95) a computerized Water Resource Management Simulator (WRMS). The WRMS, a unique multi-user interactive computer simulation (MICS) is designed to improve the understanding of the major factors in wise water resource management. WRMS experience increased water knowledge for the total population as well as for subgroups. Types of knowledge gained centered around (1) different technologies applied, (2) water as a limiting factor, and (3) the potential of conservation to solve water supply problems. No significant shift in overall attitude was observed, however, a slight negative correlation existed between knowledge and attitude scores. WRMS users were confident that nature could solve water supply problems before problems become serious. User confidence suggests a need to study the influence of computer simulation's compression of time for natural cycles such as the water cycle.     

Industry school partnerships: reconstituting spaces of educational governance

Industry school partnerships have emerged recently in Australia as a policy solution for the management of problems associated with integration into the global economy. This paper draws on governmentality theory to examine a transnational partnership, the Gateways to the Aerospace Industry Project, which has been mobilised to manage transition risk for young people in the state education system of Queensland, Australia. It argues that globalisation emerges as an effect of knowledge producing practices and programmes that seek to reconfigure the governmental spaces and subjectivities in and around schools and communities.     

Visualising expertise: towards an authentic pedagogy for higher education

The development of expertise is seen as a crucial element in higher education, but the nature of expertise has been clouded by assumptions of the centrality of intuition and tacit knowledge. In this paper the authors contend that much knowledge that has been described as tacit can be surfaced for examination through the application of concept mapping techniques. This approach allows experts to articulate their practice in a way that is transparent, making it available for scrutiny by students. Expertise is described here as connecting the chains of practice that denote competence with the underlying networks of understanding that are required to support academic development. This occurs across the academic disciplines with various degrees of subtlety. It is described in the context of clinical teaching as it is in this context that the separation of chains of practice from underlying networks of understanding is most pronounced.