Virtual Reality: Real Promises and False Expectations

Abstract

The article examines the latest development in advanced computer‐graphics termed Virtual Reality (VR), which is a technology that entails a 3‐dimensional artificial environment in which the user perceives a sense of presence. The paper discusses the dilemma of defining VR, and the limitations of the current technology. Furthermore, the author describes his experience with VR and looks at the implications of this new technology for education.     

How to evaluate rankings of academic entities using test data

In the field of scientometrics, impact indicators and ranking algorithms are frequently evaluated using unlabelled test data comprising relevant entities (e.g., papers, authors, or institutions) that are considered important. The rationale is that the higher some algorithm ranks these entities, the better its performance. To compute a performance score for an algorithm, an evaluation measure is required to translate the rank distribution of the relevant entities into a single-value performance score. Until recently, it was simply assumed that taking the average rank (of the relevant entities) is an appropriate evaluation measure when comparing ranking algorithms or fine-tuning algorithm parameters.With this paper we propose a framework for evaluating the evaluation measures themselves. Using this framework the following questions can now be answered: (1) which evaluation measure should be chosen for an experiment, and (2) given an evaluation measure and corresponding performance scores for the algorithms under investigation, how significant are the observed performance differences?Using two publication databases and four test data sets we demonstrate the functionality of the framework and analyse the stability and discriminative power of the most common information retrieval evaluation measures. We find that there is no clear winner and that the performance of the evaluation measures is highly dependent on the underlying data. Our results show that the average rank is indeed an adequate and stable measure. However, we also show that relatively large performance differences are required to confidently determine if one ranking algorithm is significantly superior to another. Lastly, we list alternative measures that also yield stable results and highlight measures that should not be used in this context.     

Shape optimization of golf clubface using finite element impact models

To model the impact dynamics of a golf drive, finite element (FE) models of the ball and the clubhead are created and combined to simulate the collision of the two bodies. A three-piece golf ball is modelled using only solid elements, while the clubhead is modelled using solid elements for the crucial area of the impact, i.e. the clubface, and using shell elements for the rest of the clubhead to improve the computational efficiency of the simulation. The correct transfer of forces and moments in the transition area between the shell and solid elements is assured by introducing kinematic nodal constraints using rigid elements. The FE model is used to optimize the shape of the clubface in three steps to maximize the launch velocity of the golf ball for central impacts. A final clubface shape is reached and a total improvement of 4.8 m/s over the initial design is obtained. This is a 7% gain in launch velocity, which results in a driving length advantage of approximately 20 m (or 22 yards) until the first contact with the ground. During the optimization process, the mechanical impedances of the two colliding bodies were recorded and compared. It is shown that the optimal clubhead geometry does not agree with the impedance matching theory by comparing the optimization results to those obtained from a simple lumped parameter model.     

Interaction sociale et acquisition de la conservation du volume

Numerous experiments have shown that social interaction often plays a positive role in the acquisition of new cognitive operations. However, some experiments do not show such effect. One possible reason for such a lack in specific interaction situations could be the absence or paucity of systematic confrontations between partners’ viewpoints. The present experiment (N: 141) on the acquisition of the notion of volume shows that when brought to systematically alternate their interventions in an interaction situation, subjects progress relatively more as compared to a control group (individual condition), than subjects who interact without obligation to alternate.     

Schools and Moral Education: Conformism or Autonomy?

In pluralistic Western societies, schools have a specific task in moral education. This task is to be understood neither as the transmission of specific values, nor as the development of moral reasoning skills or universal values, but as teaching pupils to handle plurality in an autonomous way. The concept of autonomy is interpreted from a Vygotskian and Deweyan position, where learning in school means learning to participate in cultural activities in a reflective and critical way. Participation has both intellectual and moral aspects, and thus moral education can never be separated from cognitive education.     

Taking the Future Seriously: On the Inadequacies of the Framework of Liberalism for Environmental Education

International reports on environmental policy promote 'education for sustainable development' as an instrument for realising environmental awareness, values and attitudes consistent with the liberal concept of 'sustainable development'. In this paper the ethical and political-philosophical assumptions of (education for) sustainable development will be criticised. First, it will be argued that (Rawlsian) liberal ethics cannot include obligations towards future generations. Second, the commentary focuses on the economic perspective underlying this liberal framework, its anthropocentric bias and the hierarchical distinction between public and private spheres. Third, to offer a more adequate framework for environmental education, some fruitful ideas within neo-republicanism will be examined.     

From one-stop shop to no-stop shop: An e-government stage model

This paper responds to two observations about current government service delivery. First, despite reasonable efforts to improve the design of forms and to establish single points of contact in one-stop shops, citizens still perceive forms as cumbersome. Second, citizens expect governments to act proactively by initiating appropriate government services themselves, instead of relying on requests for services from citizens. To address these two issues, this paper proposes a transition from a one-stop shop to a no-stop shop, where the citizen does not have to perform any action or fill in any forms to receive government services. The contribution of this paper is an e-government stage model that extends existing models. Stage models are suitable tools with which to inspire future developments, and ours extends previous models that guide progress toward the one-stop shop by describing two further stages: the limited no-stop shop and the no-stop shop. We define three dimensions along which to progress: integration of data collection, integration of data storage, and purpose of data use. We provide a first test of the model's validity through three case studies: the e-government practices in Austria, Estonia, and an Australian state government. Our work complements existing research on e-government stage models and proactive government service delivery.     

Strengthening internal quality assurance processes: facilitating student evaluation committees to contribute

Student evaluation committees play a crucial role in internal quality assurance processes as representatives of the student body. However, the students on these committees sometimes experience difficulty in providing constructive and structured feedback to faculty in an environment characterised by a strong power differential between student and staff. This study aimed to evaluate a leadership and quality assurance training implemented for students involved in internal quality assurance. Furthermore, we explored how students give shape to their internal quality assurance role. Students from three health sciences programmes participated in a mixed methods study to evaluate the training and reflect on their internal quality assurance role. Overall, the students were very enthusiastic about the training. Qualitative data analysis indicated that in their internal quality assurance role, students: (1) harnessed the power of the entire student population; (2) tried to create focus and take charge; (3) searched for a common ground with staff, and (4) they explained how they dealt with the power differential. Providing training for students with internal quality assurance roles is a valuable endeavour. Future research needs to investigate further ways to help students to contribute to internal quality assurance processes in higher education.     

Formative peer assessment in a CSCL environment: a case study

In this case study our aim was to gain more insight in the possibilities of qualitative formative peer assessment in a computer supported collaborative learning (CSCL) environment. An approach was chosen in which peer assessment was operationalized in assessment assignments and assessment tools that were embedded in the course material. The course concerned a higher education case‐based virtual seminar, in which students were asked to conduct research and write a report in small multidisciplinary teams. The assessment assignments contained the discussion of assessment criteria, the assessment of a group report of a fellow group and writing an assessment report. A list of feedback rules was one of the assessment tools. A qualitative oriented study was conducted, focusing on the attitude of students towards peer assessment and practical use of peer assessment assignments and tools. Results showed that students’ attitude towards peer assessment was positive and that assessment assignments had added value. However, not all students fulfilled all assessment assignments. Recommendations for implementation of peer assessment in CSCL environments as well as suggestions for future research are discussed.