ID model construction and validation: a multiple intelligences case

This is a report of a developmental research study that aimed to construct and validate an instructional design (ID) model that incorporates the theory and practice of multiple intelligences (MI). The study consisted of three phases. In phase one, the theoretical foundations of multiple Intelligences and ID were examined to guide the development of such model. In phase two the model components were determined and an initial model was constructed. In phase three, the model was reviewed and validated by experts in the field of ID through a three-round Delphi study. The result was a revised and validated Multiple Intelligences Design Model. This paper presents the decision-making processes and procedures used in model development, and provides a framework for the internal validation of ID models using expert review procedures.     

Predicting university performance in Psychology: the role of previous performance and discipline‐specific knowledge

Recent initiatives to enhance retention and widen participation ensure it is crucial to understand the factors that predict students' performance during their undergraduate degree. The present research used Structural Equation Modeling (SEM) to test three separate models that examined the extent to which British Psychology students' A‐level entry qualifications predicted: (1) their performance in years 1–3 of their Psychology degree, and (2) their overall degree performance. Students' overall A‐level entry qualifications positively predicted performance during their first year and overall degree performance, but negatively predicted their performance during their third year. Additionally, and more specifically, students' A‐level entry qualifications in Psychology positively predicted performance in the first year only. Such findings have implications for admissions tutors, as well as for students who have not studied Psychology before but who are considering applying to do so at university.     

How do parents acquire information to support their child with a disability and navigate individualised funding schemes?

With the international trend towards individualised funding packages that allocate funds to individuals to spend on disability support needs, the challenge of ensuring parents can readily access useful information to make decisions becomes paramount. The present research used a two stage, mixed method sequential approach (with 291 parents surveyed and 56 parents participating in focus groups) to determine how parents acquire information to enhance their understanding of their child's disability and determine how to use an individualised funding scheme to benefit their child and family. Parents attested to the importance of person‐to‐person communication and valued information that originated from other parents of a child with a disability, and from professionals who knew their child. Parents also spoke about the limitations of the internet, noting that reliance on the internet could cause confusion as the validity of information could not be assured. Early childhood intervention services emerged as a key instrument in developing the capacity of families to make informed choices. Understanding families'’ perspectives on the utility of information sources is critical and timely as policy‐makers and service providers within the disability sector shift practice to meet the rise of individualised funding internationally.     

Nurse managers’ perceptions of barriers to the mentoring of early career nurses

ABSTRACT

Mentoring is a unique educative workplace relationship which holds the potential to support the skill, knowledge, social and emotional needs of both new and experienced staff members. As promotion of mentoring in the nursing workplace can improve workforce retention and cohesion, understanding of nurse managers’ perceptions of the barriers to the mentoring of early career researchers in hospitals can offer insights that enhance the efficacy of mentoring in these dynamic contexts. In-depth interviews with 20 nurse managers were conducted to identify these barriers, with interpersonal conflict, competing priorities for time and financial resources, and lack of training emerging as recurring themes raised by participants. We explore how these barriers can be mitigated to strengthen the contemporary mentoring quality and opportunity in acute care hospitals.     

Protecting Museum Collections from Vibrations Due to Construction: Vibration Statistics,Limits, Flexibility and Cooperation

ABSTRACT

Vibrations due to heavy construction work continue to be a major concern for museums. Although there has been an increase in research on the effect of vibrations on objects of cultural heritage in recent years, selecting measures to protect collections and remain open during construction work continues to be difficult because of a lack of data on what objects can actually withstand, the complexity of vibration loads, and the uniqueness of each situation. The major renovation of the Central Library in Liverpool, UK, which shared walls with the World Museum and Walker Art Gallery, both of which belong within National Museums Liverpool, showed how museums and other institutions can successfully deal with such situations. An integral approach was taken, beginning with an extensive risk analysis to determine which objects could remain on display, which needed extra protection and regular condition monitoring, and which had to be removed. The museums then negotiated a vibration protocol and action plan with the contractors, including continuous monitoring, and trigger levels requiring consultation or work stoppage. Vibration data were also stored and used for later analysis. This integral approach was successful in protecting the collections on exhibition, with only two incidents of reported damage directly related to vibrations. A combination of museum staff experience, excellent communications with the contractors, and some flexibility in defining vibration limits provided a successful recipe for both museums. The analysis of the vibration data using the basic engineering concept of the Palmgren-Miner rule, supports a more flexible approach to setting vibration limits based on recently published guidelines.     

The portole project: supporting e-learning

The PORTOLE (Providing Online Resources To Online Learning Environments) Project was a JISC-funded project which sought to produce a range of tools for tutors which could be used to enable them to discover information resources and to embed these into their course modules from within a University Virtual Learning Environment (VLE). The VLE in use at the Universities of Leeds and Oxford is the Bodington system. A key deliverable of the Project was to produce tools that were designed with ease of incorporation into other VLE environments in mind. This paper discusses the background to the project and the key outcomes. A working service has been developed and is now being tested and evaluated with academic staff.     

Empathic design: imagining the cognitive and emotional learner experience

Educational technology research and development - In an effort to create meaningful user experiences, instructional designers participate in continuous projection and reflection during design....     

Using student-generated questions for student-centred assessment

In small groups, medical students were involved in generating questions to contribute to an online item bank. This study sought to support collaborative question‐writing and enhance students’ metacognitive abilities, in particular, their ability to self‐regulate learning and moderate understanding of subject material. The study focused on supporting students to write questions requiring higher order cognitive processes. End‐of‐year formal examinations comprised 25% student‐generated questions (SGQs), while mid‐year examination items were completely unseen. Data were gathered from repeated administration of a questionnaire and from examination results. No statistically significant changes were identified in self‐rated monitoring of understanding and regulation of learning. The activity of generating questions supported students to work collaboratively in developing questions and answers. The bank of questions was appreciated by students as a source of revision material, even though it was not strongly focused on higher order processes. Based on scores, it would appear that many students chose to memorise the question bank as a ‘high‐yield’ strategy for mark inflation, paradoxically favouring surface rather than deep learning. The study has not identified directly improvements in metacognitive capacity and this is an area for further investigation. Continual refinement of the study method will be undertaken, with an emphasis on education of students in developing questions addressing higher order cognitive processes. Although students may have memorised the questions and answers, there is no evidence that they do not understand the information.     

An Investigation of Factors Relating to Retention of Student–Athletes Participating in NCAA Division II Athletics

Most studies investigating retention of college students have broadly looked at the entire student population. Few attempts have been made to determine if there are specific issues related to the retention of student–athletes. Factors involved in retaining student–athletes were examined by surveying two groups of participants currently enrolled or previously enrolled at a college participating at the National Collegiate Athletic Association (NCAA) Division II level. Student–athletes active in their sport and students no longer actively playing their sport were recruited. The survey consisted of 37 questions using a Likert Scale format as well as two open-ended questions. Eight areas related to retention were examined. Findings indicated that relationships with the head coach, satisfaction with the athletic department, team success, personal reasons, academic concerns, and player development were factors leading to retention or withdrawal from athletic participation. The findings of this study should aid college faculty, administrators, and coaches in their attempts to retain their student–athletes and also be helpful in recruiting practices related to this specific portion of the student body.