Developing an audiovisual notebook as a self‐learning tool in histology: Perceptions of teachers and students

Videos can be used as didactic tools for self‐learning under several circumstances, including those cases in which students are responsible for the development of this resource as an audiovisual notebook. We compared students' and teachers' perceptions regarding the main features that an audiovisual notebook should include. Four questionnaires with items about information, images, text and music, and filmmaking were used to investigate students' (n = 115) and teachers' perceptions (n = 28) regarding the development of a video focused on a histological technique. The results show that both students and teachers significantly prioritize informative components, images and filmmaking more than text and music. The scores were significantly higher for teachers than for students for all four components analyzed. The highest scores were given to items related to practical and medically oriented elements, and the lowest values were given to theoretical and complementary elements. For most items, there were no differences between genders. A strong positive correlation was found between the scores given to each item by teachers and students. These results show that both students' and teachers' perceptions tend to coincide for most items, and suggest that audiovisual notebooks developed by students would emphasize the same items as those perceived by teachers to be the most relevant. Further, these findings suggest that the use of video as an audiovisual learning notebook would not only preserve the curricular objectives but would also offer the advantages of self‐learning processes. Anat Sci Educ 7: 209–218. © 2013 American Association of Anatomists.     

Metaphors and the psychometric paradigm

ABSTRACT

This paper analyses the psychometric paradigm for understanding educational measurement and standard setting by considering the extent to which that understanding is based on metaphors. I argue that through the metaphors ‘more is up’ and ‘good is up’ we spatialise concepts that are not intrinsically spatial. Human abilities form a distinct conceptual category, with complex and varying rules for the correct usage of different ability terms. The fact that most abilities can be discussed in terms of both ‘possession’ and of ‘more or less’ invites reification, spatialisation, and hence the application of measurement metaphors. Insights into the measurement of abilities can be gained by careful consideration of how ability terms are used in normal discourse, especially of athletic abilities which are partly quantified in terms of attributes that are physically measureable. The fuzziness of natural language creates some of the problems in understanding standards in both psychometrics and physical measurement.     

Perceived importance of occupations by adolescents with and without learning disabilities

A study of the perceived importance of 23 occupations by 65 adolescents with learning disabilities and 85 adolescents without learning disabilities revealed that occupations were ranked similarly by the two groups (Rho = .76). Analysis of the groups' rank order indicated diversity of students' perceptions about the importance of various occupations.     

Video self-modelling: an effective intervention for a preschooler with language delays

The remediation of language skill deficits has a positive impact on school success. Thus, intervention methods that contribute to the acquisition maintenance and generalisation of language skills during the preschool years are of value. Researchers have studied learning from modelled behaviour for some time. The more like the individual the model was perceived to be, the more effective the results. It may be logical to assume that if an individual were to observe him/herself being successful at a task, self-efficacy would increase. This appears to be the case in this study, in which video self-modelling was used with a preschooler with language delays.     

When Glass and Metal Corrode Together,V: Sodium Copper Formate

A sodium copper formate, first described in 2002, can also form on copper alloys with sodium originating from soda glass hydrolysis. The frequent occurrence (50% of 250 cases of glass-induced metal corrosion) is due to the presence of formaldehyde emissions in storage and its direct reaction to formate in the alkaline surface films. The compound can be produced without the presence of acetate when chalconatronite or metal coupons immersed in soda solution are exposed to formaldehyde vapours. The crystal structure, derived from X-ray powder diffraction, yielded the sum formula Cu₄Na₄O(HCOO)₈(OH)₂·4H₂O. Except for the absence of acetate in the structure, this is in good agreement with the 2002 publication. To assess which kind of combined glass/metal objects are affected, a number of large museum collections were surveyed. Sodium copper formate was detected as a corrosion product using mainly micro-Raman spectroscopy, for instance, on 18 painted Limoges enamels, eight glass vessels with metal mountings, glass beads on metal wire from 11 bridal crowns, nine Christmas tree balls with wire decoration, 40 pieces of jewellery with glass gems, three daguerreotypes, and one miniature with cover glasses.