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51.
An increasing number of instructors are seeking to provide students with online anatomy resources. Many researchers have attempted to identify associations between resource use and student learning but few studies discuss the importance of usability testing in resource design and modification. Usability testing provides information about ease of use and resource flexibility and indicates navigational issues that contribute to extraneous cognitive load for the user. An example of usability testing for modification of an online anatomy resource called the "Virtual Lab" is presented. Usability testing was used to determine whether increased content would impair navigation through the interface. Subjects with varying levels of experience with anatomy content were recruited to assess efficiency and effectiveness (defined by usability standards) of the original resource and of the redesigned resource. Comparisons between usability evaluation of the original "Virtual Lab" (OVL) and of the redesigned "Virtual Lab" (RVL) revealed that subjects were better able to successfully complete tasks using the RVL than they were with the OVL. Results also demonstrated that subjects did not take significantly more time to successfully complete tasks with the RVL. Additionally, usability testing revealed that subjects were able to successfully complete tasks using the RVL regardless of whether they possessed prior experience with anatomy content or not. Results of this study suggest that the modified resource is more effective for users. The example presented here underscores the need for usability testing prior to resource implementation and whenever significant changes are made to a resource interface. 相似文献
52.
Narelle S. Cox Karen O. McKay Jennifer M. Follett Jennifer A. Alison 《Cardiopulmonary Physical Therapy Journal》2011,22(1):16-19
Purpose: This case series describes the effect of home intravenous (IV) antibiotic therapy on spirometry and exercise capacity in a group of children with cystic fibrosis (CF). Methods: Outcomes from 10 children with CF who were prescribed a 14-day course of home IV antibiotics for a respiratory exacerbation are reported. All children performed spirometry and a modified shuttle test (MST) before and after 14-days of home IV therapy. Results: After 14 days, FEV1 increased by mean (± SE) 12 ± 4 % (p < 0.05) but mean MST did not improve compared to baseline. All children improved or maintained spirometry values with treatment, however, only 5 improved MST distance. Conclusion: After 14 days of home IV antibiotic therapy, a significant improvement in spirometry, but not exercise capacity, was seen in this small series of children with CF. The lack of improvement in exercise capacity for all children following home IV antibiotic therapy suggests factors other than spirometry determine exercise capacity. Identifying and investigating the factors that influence exercise capacity during home IV antibiotic therapy requires further investigation.Key Words: cystic fibrosis, home IV therapy, FEV1, Modified Shuttle Test 相似文献
53.
This paper reports on research that took place at two universities in the United Kingdom, over two years. The research focuses on the use of Web 2.0 technology, specifically blogs, with pre-service teachers, both during their university programme and the first year of teaching as full-time newly qualified teachers (NQTs). The purpose of this research was to add to a developing body of knowledge by identifying whether technology used by pre-service teachers during their training course can be cascaded into their practice once qualified. Key findings identify a number of enablers and barriers to cascading technology in the classroom; these include curriculum time, pupil skills and support. The research concludes that early professional support and development should continue during the early years of teaching and assumptions about new teachers as champions of cascading innovative use of Web 2.0 technologies into their practice as NQTs may be over-optimistic. 相似文献
54.
This paper offers an overview, both internationally and with a particular concentration on the UK, of how the profession‐orientated discipline of publishing studies (PS) is accommodated and established within those universities where it is offered. It presents a combination of data, gained from a survey of professionals teaching PS, desk research into courses of PS in the UK, and from Heidi and HESA. The findings offer information on the size of the field, the location, the employability of graduates and associated staffing and research support structures. While of interest to publishing studies per se, it should also be relevant to those working within other profession‐orientated disciplines; to those considering the employability of graduating students; and to those considering the value of postgraduate studies. 相似文献
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Alison Bishop and Phyllis Jones both work in the School of Education at Northumbria University where they teach on undergraduate and postgraduate programmes. Phyllis Jones specialises in disability issues and Alison Bishop focuses on early years education. For the project described in this paper, they combined their areas of expertise, devising a small–scale research project to explore the experiences of a group of early years science specialist student teachers as they took part in workshops with a group of early years children with severe and profound learning difficulties. The research explores the changing attitudes and perceptions of the students with regard to the learning and teaching of science with young children. It becomes clear that there is a realization for many students that science can make a significant contribution to the education of children with severe and profound learning difficulties in the early years. The authors also discuss the need for training to equip the students to meet the challenges and rewards of working with children with severe and profound learning difficulties in their future teaching careers. 相似文献
57.
The Connexions service has particular responsibility for coordinating transition planning for students with learning difficulties. In this study Bob Grove and Alison Giraud–Saunders report on the development of the personal adviser (PA) role in two special schools and an FE college as part of the Lewisham Connexions pilot. This article is based on the evaluation report of the Connecting with Connexions project, which is available in full from the authors. 相似文献
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This article reports on a study in progress which is exploring the potential for teaching Key Stage 2 pupils about the grammar and vocabulary of English with materials based on an electronically stored corpus of texts and associated software. It includes examples of the teaching activities used and extracts of discussions between the researcher and two groups of pupils. It illustrates children beginning to explore the distinction between ‘open’ and ‘closed’ classes of words. 相似文献
60.