Hypermedia and discovery-based learning: a historical perspective

The history of education shows a long-standing, comprehensive rejection of teaching based on discovery, exploration and individual experience—the cornerstone of the hypermedia revolution in education which we are told to expect in the near future. By looking at some of the many failed past attempts to change rigid educational practices into malleable, free-form ways of learning, the author argues that any such revolution in education is probably further away than is supposed by many of those working in the field of interactive technologies.     

The utility of writing assignments in undergraduate bioscience

We tested the hypothesis that engagement in a few, brief writing assignments in a nonmajors science course can improve student ability to convey critical thought about science. A sample of three papers written by students (n = 30) was coded for presence and accuracy of elements related to scientific writing. Scores for different aspects of scientific writing were significantly correlated, suggesting that students recognized relationships between components of scientific thought. We found that students' ability to write about science topics and state conclusions based on data improved over the course of three writing assignments, while the abilities to state a hypothesis and draw clear connections between human activities and environmental impacts did not improve. Three writing assignments generated significant change in student ability to write scientifically, although our results suggest that three is an insufficient number to generate complete development of scientific writing skills.     

A conceptual framework for unlearning in a homecare setting

Many researchers who have investigated healthcare organizations have indicated that healthcare professionals are likely to be burdened with outdated knowledge. Researchers have argued that knowledge underpins the practices and routines that workers engage in. In some cases, this knowledge is explicit but it may also be embedded in the structure of practices, technological systems, and encoded in the habits and beliefs and assumptions of individuals providing healthcare services. In this paper, we focus on the need for creating an organizational context that enables the questioning of established knowledge, habits, beliefs and assumptions as a prerequisite to identifying inappropriate or obsolete knowledge underpinning and/or embedded in existing practices and routines. The framework is customized and consists of three constituent components: (1) a framework characterizing the lens through which individuals view situations; (2) a framework for characterizing how individual habits change, and (3) a framework for characterizing the manner in which emergent understandings are consolidated into existing knowledge and knowledge structures.     

Variations in Practice Reading Aloud: Ten Versus Twenty Minutes

In this study we compared effects of practice time reading aloud to an adult on improvement in reading rate and comprehension. Eighty-one poor readers in 2nd and 4th grade, including 38 English Learner students (ELs), served as their own controls by participating in two practice conditions, each 3 times per week for 7 weeks: (a) 10 min reading aloud one-to-one to an adult listener and (b) 20 min reading aloud one-to-one. Repeated measures analysis of variance showed that 20 min of practice was better than 10 min for 4th graders, but not for 2nd graders, and gains in rate accelerated across the 14 weeks of practice. We found no differences in rate gains across conditions between ELs and native English speakers. After controlling for pretests, reading rate at posttest, along with vocabulary, contributed significant variance to reading comprehension outcomes.     

PROSPECTIVE TEACHERS’ CHALLENGES IN TEACHING REASONING-AND-PROVING

The activity of reasoning-and-proving is at the heart of mathematical sense making and is important for all students’ learning as early as the elementary grades. Yet, reasoning-and-proving tends to have a marginal place in elementary school classrooms. This situation can be partly attributed to the fact that many (prospective) elementary teachers have (1) weak mathematical (subject matter) knowledge about reasoning-and-proving and (2) counterproductive beliefs about its teaching. Following up on an intervention study that helped a group of prospective elementary teachers make significant progress in overcoming these two major obstacles to teaching reasoning-and-proving, we examined the challenges that three of them identified that they faced as they planned and taught lessons related to reasoning-and-proving in their mentor teachers’ classrooms. Our findings contribute to research knowledge about major factors (other than the well-known factors related to teachers’ mathematical knowledge and beliefs) that deserve attention by teacher education programs in preparing prospective teachers to teach reasoning-and-proving.     

Effect of custom-made and prefabricated insoles on plantar loading parameters during running with and without fatigue

Abstract

Controversy exists whether custom-made insoles are more effective in reducing plantar loading compared to prefabricated insoles. Forty recreational athletes ran using custom-made, prefabricated, and the original insoles of their running shoes, at rest and after a fatigue run. Contact time, stride rate, and plantar loading parameters were measured. Neither the insole conditions nor the fatigue state modified contact time and stride rate. Addressing prevention of running injuries, post-fatigue loading values are of great interest. Custom-made insoles reduced the post-fatigue loading under the hallux (92 vs. 130 kPa, P < 0.05), medial midfoot (70 vs. 105 kPa, P < 0.01), and lateral midfoot (62 vs 96 kPa, P < 0.01). Prefabricated insoles provoked reductions in post-fatigue loading under the toes (120 vs. 175 kPa, P < 0.05), medial midfoot (71 vs. 105 kPa, P < 0.01), and lateral midfoot (68 vs. 96 kPa, P < 0.01). Regarding both study insoles, custom-made insoles reduced by 31% and 54% plantar loading under the medial and lateral heel compared to the prefabricated insoles. Finally, fatigue state did not influence plantar loading regardless the insole condition. In long-distance races, even a slight reduction in plantar loading at each foot strike may suppose a significant decrease in the overall stress experienced by the foot, and therefore the use of insoles may be an important protective mechanism for plantar overloading.     

Factors associated with minimal changes in countermovement jump performance throughout a competitive division I collegiate basketball season

ABSTRACT

The purpose of the study was to assess factors that contribute to countermovement jump (CMJ) performance in women’s basketball athletes. Thirteen female athletes participated and were tested for maximal oxygen uptake (VO_2max) and heart rate (HR_max). Athletes were monitored, daily for a total of 21 weeks with heart rate-based wearable devices and CMJ performance and body weight were tested weekly after one day of recovery. 3-jump average height (CMJ_avg), maximum height jump (CMJ_max), and CMJ power (Watts) were calculated and recorded. Playing intensities >85% HR_max, HR_avg, HR_max and training load were averaged for three consecutive days prior to the recovery day. After the season, data was grouped as changes in CMJ power from week one: Large (≤ ?4.39% change), Moderate (?4.4% to ?0.62% change), and Minimal (≥ ?0.61% change) changes. Fixed-effects models revealed a main effect of group (p ≤ 0.05) for CMJ_avg, CMJ_max, VO_2max, weekly percent changes in body weight and for 3-day training load, HR_avg, and playing time at >85% HR_max. When athletes experienced minimal changes in CMJ performance, relative to large changes, they produced greater power, jumped higher, avoided negative changes in weekly body weight, had a greater preseason VO_2max and 3-day average workloads appeared to have an impact on CMJ performance     

“Really Social Photojournalism” and a Photojournalistic Changing of the Guard: Observations and Insights

In a changing technological ecosystem where photojournalists are attempting to reach larger audiences, they are forced to serve multiple masters and social media platforms. The tools and terminologies that these visual storytellers and communicators are using are also changing, which forces many of them to grapple with their roles and how best to contribute their craft within a market that is drastically different than two decades ago. This study asked 104 photojournalism practitioners, academicians, and administrators to define and explain the term “Really Social Photojournalism” and if it might rise past the level of jargon in a changing vocation? The findings reveal there are many complexities with this new term. But there are also opportunities for RSP to evolve in the photojournalism ecosystems with the appropriate support of its various stakeholders.