The Attentional Blink in Developing Readers

The attentional blink refers to a reduction in accuracy that occurs when identifying the second of two targets presented within approximately 500 msec of each other. This research explored individual differences in the attentional blink in a sample of 86 children (aged 8–10) with normally developing reading skills. The attentional blink was examined in relation to general reading performance as well as specific orthographic and phonological reading subprocesses. No associations were evident between attentional blink duration and reading ability. However significant correlations did exist between each of the three reading measures and mean second target correct given first target correct (T2|T1) performance across all lags, with less skilled readers exhibiting inferior performance regardless of the temporal lag between first and second targets. Performance on a rapid naming task mediated some of the relationship between mean T2|T1 performance and reading, yet the association remained significant when this factor was accounted for.     

Changing the Agenda for Research into Students' Views about University Teaching: Four shortcomings of SRT research

The conceptions of learning that students hold and how these change are dependent on several factors, including their schooling, personal traits of students and the academic environment of the tertiary institute (e.g. departmental policies, attitudes and behaviour of staff). This document discusses whether the conceptions of learning students (in this case, second year medical students) hold can be related to their academic ability. From a phenomenographic perspective (Marton et al., 1993), it would appear that students who were selected in the present study for their good academic record expressed more transformative conceptions of learning than did their less academically achieving peers, who appeared to rely on memorisation and recall. Based on the results of this study, 'academic ability' might then be a reflection of the conceptions of learning students hold. It would be interesting to extend this study to include students in other disciplines, experiencing other curricula and at different year levels.     

Ethical frontiers of ICT and older users: cultural, pragmatic and ethical issues

The reality of an ageing Europe has called attention to the importance of e-inclusion for a growing population of senior citizens. For some, this may mean closing the digital divide by providing access and support to technologies that increase citizen participation; for others, e-inclusion means access to assistive technologies to facilitate and extend their living independently. These initiatives address a social need and provide economic opportunities for European industry. While undoubtedly desirable, and supported by European Union initiatives, several cultural assumptions or issues related to the initiatives could benefit from fuller examination, as could their practical and ethical implications. This paper begins to consider these theoretical and practical concerns. The first part of the paper examines cultural issues and assumptions relevant to adopting e-technologies, and the ethical principles applied to them. These include (1) the persistence of ageism, even in e-inclusion; (2) different approaches to, and implications of independent living; and (3) the values associated with different ethical principles, given their implications for accountability to older users. The paper then discusses practical issues and ethical concerns that have been raised by the use of smart home and monitoring technologies with older persons. Understanding these assumptions and their implications will allow for more informed choices in promoting ethical application of e-solutions for older persons.     

Information,Organization, and development policy

Abstract

While economic systems have become increasingly information‐intensive, economic modeling has yet to incorporate a balanced view of information as a resource. A common substitute, the assumption that more information is better than less, has dangerous consequences because it usually lacks a typology of information, assumes that expected productivity increases are realized, and neglects both equity aspects and the need to search for more appropriate forms of organization. UNESCO's UNISIST program is reviewed to illustrate these consequences and to argue the relevance of the emerging information economics.     

An assessment arms race and its fallout: high-stakes grading and the case for slow scholarship

This research questions the impact of assessment on university teaching and learning in circumstances where all student work is graded. Sixty-two students and lecturers were interviewed to explore their experiences of assessment at an institution that had adopted a modular course structure and largely unregulated numbers of internal assessments. Lecturers rewarded student work with grades and controlled study behaviour with assessment. In some situations it was possible to experience hundreds of graded assessments in an academic year. Students were single-minded when it came to grades and would not work without them. These conditions contributed to competition for student attention and a grading arms race between academics and subjects. In this context, the spaces for achieving certain educational objectives, such as fostering self-motivated learners, were marginalised. Both students and lecturers were unsatisfied with this situation, but neither group could envisage radical change. Students were generally happy to accumulate small marks, while being irritated and stressed by frequent grading. Lecturers were aware of better practices but felt trapped by circumstances. The idea of slow scholarship is introduced to encourage a re-think of such assessment practices, support a positive shift in assessment culture and contribute to the theories of assessment.     

Evaluating engagement with graduate outcomes across higher education institutions in Aotearoa/New Zealand

Our research addressed two aims: to develop a systematic way to evaluate institutional engagement with graduate outcomes and to explore such engagement in higher education institutions in Aotearoa/New Zealand. An online survey was completed by 14/29 institutions with nine follow-up interviews to gather information on institutional engagement with graduate outcomes. Using a Maturity Modelling approach with indicators of planning, systems, delivery, assessment, evaluation and professional development support for graduate outcomes, we assessed the level of engagement in each institution. Results revealed patchy engagement across the polytechnic and university sectors. There was strong engagement with the planning, systems and delivery of graduate outcomes, particularly in the polytechnic sector, but much lower engagement with their assessment and evaluation, and overall, weak engagement with professional development support for graduate outcomes. Some mechanisms for promoting engagement with graduate outcomes were external drivers, a teaching-focused culture, strong leadership from the top and enabling structures. Our findings can inform institutional policies and practices in order to support not only compliance, but more importantly engagement with the graduate outcome agenda to improve the student learning experience.