Opportunities for educational innovations in authentic project-based learning: understanding instructor perceived challenges to design for adoption

Educational technology research and development - Authentic project-based learning (APBL) is a highly effective way for instructors to help students learn disciplinary skills, modes of thinking,...     

A rule induction framework for the determination of representative learning design in skilled performance

Representative learning design provides a framework for the extent to which practice simulates key elements of a performance setting. Improving both the measurement and analysis of representative learning design would allow for the refinement of sports training environments that seek to replicate competition conditions and provide additional context to the evaluation of athlete performance. Using rule induction, this study aimed to develop working models for the determination of high frequency, representative events in Australian Rules football kicking. A sample of 9005 kicks from the 2015 Australian Football League season were categorised and analysed according to the following constraints: type of pressure, kick distance, possession source, time in possession, velocity and kick target. The Apriori algorithm was used to develop two models. The first consisted of 10 rules containing the most commonly occurring constraint sets occurring during the kick in AF, with support values ranging from 0.15 to 0.22. None of the rules contained more than three constraints and confidence values ranged from 0.63 to 0.84. The second model considered ineffective and effective kick outcomes and displayed 70% classification accuracy. This research provides a measurement approach to determine the degree of representativeness of sports practice and is directly applicable to various team sports.     

Separability in a class of coordinate systems

A study is made of separability conditions for the Helmholtz and Laplace equations. Attention is confined to the most useful case for physical applications; namely,

1.

(a) The coordinate system is either cylindrical or it has rotational symmetry, and     

Simplified interflection calculations

The purpose of the paper has been to present simplified methods that will expedite the calculation of ceiling lighting (Type II). Approximate formulas have been given, which allow ordinary slide-rule calculations to be made very easily for the usual range of variables. Only with rooms having very high domance (or perhaps with extraordinarily high floor reflectance) are the complicated equations of the previous paper (1) needed. These approximate formulas can be represented also by alignment charts, Figs. 2 to 5, which further simplify the work.Either the formulas or the charts may be used to investigate the effect of a change in ?₁, ?₂, or ?₃. However, if reflectances are standardized at recommended values, other methods are possible.In particular, one may use graphs (Fig. 6) or a slide-rule (Figs. 7 and 8). The method of calculation chosen for a specific problem will depend on the problem and on the preferences of the designer. The previous equations and tables (3) may always be used; but in most cases, time can be saved by employing the short-cuts given in the present paper.     

Interflectance calculations for various luminaires

Previous interflectance tables have dealt principally with three basic types of lighting (Types I, II, and III). The present paper extends the scope of the interflection method by showing how it can be applied to rooms lighted by hanging luminaires. It is found that most cases arising in practice can be covered by six canonic distributions. The effect of mounting height is handled by means of a simple equation.     

Short texts to explain problem — Solution structures — and vice versa

Linguistic analysis of short published reports leads to the presentation of an aigorithm that depicts the problem-solving process in terms of a series of evaluative questions. The work shows how reports enable us to define in detail the various stages of problem solving, and it shows that an understanding of these various stages enables us to recognise information structures in written texts; the writing of brief reports of high-priority information on which the whole thinking process is based is thus seen as a vital part of the problem-solving process. One report is analysed in detail to demonstrate the close relationship between information structures in the text and the real-life thought'action process it describes. There is discussion of how paragraphs, sentences and signals within the sentences enable the writer to communicate the information in a conceptual array that represents the actual thought/action process it describes. Educational implications for inter-sentential coherence, discourse analysis, and writing structures, and control of research through written reports are all discussed.