Learning design and learning analytics in mobile and ubiquitous learning: A systematic review

Mobile and Ubiquitous Learning (m/u-learning) are finding an increasing adoption in education. They are often distinguished by hybrid learning environments that encompass elements of formal and informal learning, in activities that happen in distributed settings (indoors and outdoors), across physical and virtual spaces. Despite their purported benefits, these environments imply additional complexity in the design, monitoring and evaluation of learning activities. The research literature on learning design (LD) and learning analytics (LA) has started to deal with these issues. This paper presents a systematic literature review of LD and LA, in m/u-learning. Apart from providing an overview of the current research in the field, this review elicits elements of common ground between both communities, as shown by the similar learning contexts and complementary research contributions, and based on the research gaps, proposes to: address m/u-learning beyond higher education settings, reinforce the connection between physical and virtual learning spaces, and more systematically align LD and LA processes.     

The existence of dyslexia without severe literacy problems

This paper is concerned with those who display positive indicators on tests for dyslexia but seemingly do not have any severe literacy problems. A case study is presented by way of illustration. On the basis of data from the British Births Cohort Study (12,905 10-year-old children), it was found that some seemingly normal achievers who showed signs of dyslexia (N=422) obtained different results on five measures associated with dyslexia than did other normal achievers without such signs (N=4,998). The measures used were: underachievement at word recognition; and underachievement at spelling, reading comprehension, pseudoword reading, and mathematics. The proportion of boys to girls in the groups was also noted. It is suggested that these were cases of mild dyslexia, who, on the basis simply of reading and spelling tests, might escape detection. The consequences for the concept of dyslexia are discussed, and it is suggested that the needs of dyslexics with only mild literacy problems should not be overlooked.     

Pathways to Undergraduate Research Experiences: a Multi-Institutional Study

The positive impact of undergraduate research experiences on students’ post-secondary success is well-documented. However, these conclusions are drawn from undergraduate students who already participate; very little research has explored the pathways by which students enter these experiences. Using data from a multi-institutional survey, we examined students’ reasons for participating and differences across institutions and demographic groups. Overall, students cited social and experiential reasons as key motivators for participation and a perceived lack of research readiness as a key barrier. Differences were also found across academic year. Implications from this study address issues of access, preparation, and institutional policies around undergraduate research.     

Dissecting the dissectors: Knowledge,attitude, and practice of body bequests by Nigerian anatomists

Anatomy education in most African countries is limited by an insufficient number of cadavers for students to undertake dissection. This already significant shortage is exacerbated by an increasing number of medical schools and students. Virtual dissections are impractical in alleviating such a shortfall in African anatomy education, and further cadaver supply is challenged by unethical and dubious sources. This study was designed to assess the knowledge, attitudes, and practice of whole body and organ donation by Nigerian anatomists with the aim of finding solutions to the problems associated with the availability of cadavers in Nigerian medical schools. Out of 46 anatomists that participated in the survey, only 23.9% would consider donating their whole bodies and 60.9% their organs. More than 95% of respondents did not believe that body bequests could become the sole source of cadavers for anatomic dissection in Nigeria. Age and gender were not statistically significant in the choice of being a body or organ donor. The unacceptability to one's family members regarding body donation was the major reason for respondents' unwillingness to make a whole body donation. None of the 14 medical schools sampled in this study have yet instituted a body registration and donation program. The anatomists showed a high level of knowledge and awareness of body bequest programs, which were not reflected by their attitudes and practice. The authors recommend proactive measures aimed at improving the perception and attitudes of Nigerian anatomists. Anat Sci Educ. © 2012 American Association of Anatomists.     

A train journey between two terminating stations

In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science.     

Establishing the overall service quality of engineering education: fuzzy logic approach

Measuring overall service quality (OSQ) is gaining prominence in higher education due to the increased competition among engineering education institutions (EEIs) and growing awareness about value for money among the public. Determination of OSQ on certain institutional aspects is done by various agencies throughout the world. Each system uses a different set of weighted indicators to measure the overall service quality of institutions. Five service quality factors, namely professionalism, integrated education, facilities, responsiveness and empathy are considered in the study. Trapezoidal fuzzy numbers are used to determine the aggregate weights of the factors to handle the vagueness present in the linguistic values of the stakeholders’ subjective opinions. Final weights of the factors are assessed by taking the distances of each factor between Fuzzy Positive Ideal Rating and Fuzzy Negative Ideal Rating. An illustrative study is presented to determine the OSQ of EEIs. The results help to focus on the factors which need immediate attention to enhance the quality of EEIs.     

A standardized tool for assessing the quality of classroom-based shared reading: Systematic Assessment of Book Reading (SABR)

Participation in shared-reading experiences is associated with children's language and literacy outcomes, yet few standardized assessments of shared-reading quality exist. The purpose of this study was to describe the psychometric characteristics of the Systematic Assessment of Book Reading (SABR), an observational tool designed to characterize the quality of classroom-based shared-reading sessions in early childhood settings. Participants included 105 preschool teachers. The quality of teachers’ videotaped, whole-class shared-reading sessions was examined using the SABR. Reliability levels for each of the SABRs five constructs were examined, as well as delayed alternate-form reliability and inter-rater reliability. The tools’ factor structure and construct validity were also assessed. Findings provide initial validation and preliminary evidence that the SABR is a reliable and valid tool. Potential uses for early childhood researchers, teachers, and allied professionals are described.     

Peer victimization and depression in children with and without motor coordination difficulties

Developmental coordination disorder (DCD) is a chronic disability that impacts children's performance of everyday motor‐based activities and is associated with the development of secondary social and mental health problems. The purpose of this study was to investigate peer victimization and depression in children who were and were not at risk for DCD. Selected from a population‐based sample, 159 at‐risk fifth graders were matched for age and gender to 159 controls. Children completed measures of depression and frequency of peer victimization. Results showed that children at risk for DCD reported more symptoms of depression and more frequent verbal and relational victimization than their peers. Being at risk for DCD and being bullied more frequently, especially relationally, significantly predicted increased depression symptoms. Findings highlight the importance of school psychologists remaining aware that children with DCD are at increased risk of experiencing bullying and depression. © 2012 Wiley Periodicals, Inc.     

Child physical abuse and concurrence of other types of child abuse in Sweden-Associations with health and risk behaviors

ObjectiveTo examine the associations between child physical abuse executed by a parent or caretaker and self-rated health problems/risk-taking behaviors among teenagers. Further to evaluate concurrence of other types of abuse and how these alone and in addition to child physical abuse were associated with bad health status and risk-taking behaviors.MethodsA population-based survey was carried out in 2008 among all the pupils in 2 different grades (15 respectively 17 years old) in Södermanland County, Sweden (n = 7,262). The response rate was 81.8%. The pupils were asked among other things about their exposure to child physical abuse, exposure to parental intimate violence, bullying, and exposure to being forced to engage in sexual acts. Adjusted analyses were conducted to estimate associations between exposure and ill-health/risk-taking behaviors.ResultsChild physical abuse was associated with poor health and risk-taking behaviors with adjusted odds ratios (OR) ranging from 1.6 to 6.2. The associations were stronger when the pupils reported repeated abuse with OR ranging from 2.0 to 13.2. Also experiencing parental intimate partner violence, bullying and being forced to engage in sexual acts was associated with poor health and risk-taking behaviors with the same graded relationship to repeated abuse. Finally there was a cumulative effect of multiple abuse in the form of being exposed to child physical abuse plus other types of abuse and the associations increased with the number of concurrent abuse.ConclusionsThis study provides strong indications that child abuse is a serious public health problem based on the clear links seen between abuse and poor health and behavioral problems. Consistent with other studies showing a graded relationship between experiences of abuse and poor health/risk-taking behaviors our study shows poorer outcomes for repeated and multiple abuse. Thus, our study calls for improvement of methods of comprehensive assessments, interventions and treatment in all settings where professionals meet young people.