e‐Assessment for learning? The potential of short‐answer free‐text questions with tailored feedback

A natural language based system has been used to author and mark short-answer free-text assessment tasks. Students attempt the questions online and are given tailored and relatively detailed feedback on incorrect and incomplete responses, and have the opportunity to repeat the task immediately so as to learn from the feedback provided. The answer matching has been developed in the light of student responses to the questions. A small number of the questions are now in low-stakes summative use, alongside other e-assessment tasks and tutor-marked assignments, to give students instantaneous feedback on constructed response items, to help them to monitor their progress and to encourage dialogue with their tutor. The answer matching has been demonstrated to be of similar or greater accuracy than specialist human markers. Students have been observed attempting the questions and have been seen to respond in differing ways to both the questions themselves and the feedback provided. We discuss features of appropriate items for assessment of this type.     

An investigation of knowledge‐building activities in an online community of practice at Subaru of America

Current approaches to workplace learning emphasize designing communities of practice that are intended to support both formal and informal knowledge acquisition. This article presents the design and research of a knowledge‐based community of practice for Subaru, based on principles outlined by Scardamalia (2002) and Zhang, Scardamalia, Lamon, Messina, and Reeve (2007). The purpose of this study was to investigate the extent to which participants' interactions in the online community showed evidence of individual and collective knowledge building. We found evidence of knowledge building within online discussions in these areas: interactions around improvement of ideas, connection to workplace knowledge and practices, and building on or adopting the ideas of others. We also found significant gains in scores on an assessment of workplace customer service after participation in the online community of practice.     

A Comparison of Training and Competition Demands in Semiprofessional Male Basketball Players

Purpose: The purpose of this study was to quantify and compare training and competition demands in basketball. Methods: Fifteen semiprofessional male basketball players wore microsensors during physical conditioning training (PCT), games-based training (GBT), and competition to measure absolute and relative (·min^?1) PlayerLoad^TM (PL) and estimated equivalent distance (EED). Internal responses were calculated using absolute and relative session rating of perceived exertion (sRPE) and summated heart rate zones (SHRZ). Integrated measures were calculated as sRPE:PL and SHRZ:PL ratios. Results: PlayerLoad (arbitrary units [AU]) and EED (m) were statistically significantly (p < .05) higher during PCT (632 ± 139 AU, d = 1.36; 5,964 ± 1,312 m, d = 1.36; 6.50 ± 0.81 AU·min^?1, d = 2.44; 61.88 ± 7.22 m·min^?1, d = 2.60) and GBT (624 ± 113 AU, d = 1.54; 5,892 ± 1,080 m, d = 1.53; 6.10 ± 0.77 AU·min^?1, d = 2.14; 56.76 ± 6.49 m·min^?1, d = 2.22) than they were during competition (449 ± 118 AU; 3,722 ± 1474 m; 4.35 ± 1.09 AU·min^?1; 41.01 ± 10.29 m·min^?1). Summated heart rate zones were statistically significantly (p < .05) higher during PCT (314 ± 86 AU, d = 1.05; 3.22 ± 0.50 AU·min^?1, d = 1.94) and GBT (334 ± 79 AU, d = 1.38; 3.19 ± 0.54 AU·min^?1, d = 1.83) than they were during competition (225 ± 77 AU; 2.17 ± 0.69 AU·min^?1). The ratio of sRPE:PL was statistically significantly (p < .05) higher during competition (1.58 ± 0.85) than during PCT (0.98 ± 0.22, d = 1.44) and GBT (0.91 ± 0.24, d = 1.90). Conclusion: Training demands exceeded competition demands.     

Unravelling legacy: a triadic actor-network theory approach to understanding the outcomes of mega events

Mega events have recently attracted the attention of social scientists due to their important role for festival capitalism, urban regeneration and political propaganda. Their planning stage often produces elaborate strategies for maximising the benefits before, during and after the actual event, which has given rise to interdisciplinary studies of event legacy and leveraging. This paper aims to advance ongoing debates on the outcomes of sports mega events by bringing together the literatures on mega event legacy, leveraging and actor-network theory. Drawing on a case study on the usage of the Queen Elizabeth Olympic Park, the main legacy of the London 2012 Olympic Games, the paper develops a novel conceptual framework for researching the multi-scalar outcomes of mega events and locating respective studies within the resulting wider research agenda. The proposed concept extends Preuss' (2007) legacy cube in two ways by visualising its five research dimensions in what we call the ‘legacy rings’ and by using three rather than two sub-dimensions per ring, thereby replacing the often restrictive dyads of dualistic thinking through more comprehensive but still understandable triads of triadic thought (Jöns, 2006, 2018).     

THE DETERMINATION OF THE ATTITUDES OF STUDENTS TO THEIR UNDERGRADUATE COURSES

It is shown that it is as necessary to gauge a student's interest in and respect for what he is learning as it is to examine his skills and knowledge. Definitions of beliefs, attitudes, disposition and motivation are given in an attempt to determine what it is that should be measured, and finally two measurement methods are proposed ‐‐ systematic observation and the Consequences Questionnaire. The uses of each are discussed and it is argued that the latter, while not yet a refined instrument, is worthy of further development.     

The continued usage of business e-learning courses in Hong Kong corporations

Other research has investigated aspects of e-learning, e.g., comparing the effectiveness of e-learning with traditional classroom training and gauging the success of IT or computer skills training. This study focused on how to ensure that individuals continue their usage of business and management e-learning courses for self-development in Hong Kong corporations. This paper reports the development and testing of a theoretical model for continued usage. The proposed model was calibrated with a sample of 212 cases from five corporations in Hong Kong, and was subsequently validated with 15 questionnaires from a small e-commerce company of 50 staff. The data supported the model and the model had a moderate explanatory power (R ² = 37%) for continued usage. The structural model was not affected by different collection periods (first collection batch vs. last collection batch), sample (calibration vs. validation), gender (male vs. female), position (manager vs. nonmanager), or computer usage experience (10 years or more vs. less than 10 years). However, the model was different for groups of different ages (aged 36 and above vs. below 36) and educational levels (university graduates vs. nongraduates). Further research and the business implications for improving the continued usage of business e-learning courses are discussed.     

Teaching as Designing: Preparing Pre-Service Teachers for Adaptive Teaching

This conceptual article explores teaching as design work, arguing that a critical thing teachers do is design systems that enable their students to learn. Designing occurs when teachers generate new learning activities or modify curricular programs to create coherence for themselves and their students. Nonetheless, few teacher education programs include instruction in learning how to engage in design thinking. Here, designing is explored as a means to help pre-service teachers develop their facility for adaptive teaching practice by incorporating design thinking at an early stage in their teacher education programs. Literature is drawn from traditional design fields to articulate design capacities and to describe design studio pedagogy practices often used in the education of designers. As an illustrative example is presented of such practices were incorporated throughout one 15-week educational psychology course embedded in an undergraduate elementary-education program to support pre-service teachers development of design thinking. The goal was not to prepare students to use particular instructional innovations, but to collaboratively design such innovations themselves.     

The Development of Preschoolers’ Living Kinds Concept: A Longitudinal Study

Given limitations in the integrative scope of past research, basic questions about the organization and development of preschoolers’ living kinds concept remain open to debate. This study was designed to address past limitations through use of a longitudinal design, extensive stimulus set, and alternate indices of understanding. Thirty‐five English‐speaking 3‐year‐olds from middle‐class families in Albuquerque, NM participated in four testing sessions over 1 year. Indices of understanding included statements that preschoolers generated about various living and nonliving objects, biological properties they attributed to the objects, and their characterization of objects as “alive” or not. Results reveal a multifaceted picture of developmental change in preschoolers’ living kinds concept involving both the construction and elaboration of a core biological understanding.     

Human physiology: Improving students' achievements through intelligent studyware

A studyware comprising a set of interconnected modules on human physiology has been developed and used to improve undergraduate students' achievements. Using the study modules, students can engage in active learning and enhance their spatial and problemsolving abilities, while the system monitors their responses and reacts accordingly. Examples from the Brain and Heart modules of theHuman Physiology studyware are presented. The results of the study showed that although students' final grades were correlated with their previous biology course grades, the scores of those students who used the optional computer laboratory sessions were enhanced over those who did not use the studyware.     

Assessing a Promotional Strategy for Marketing Electronic Resources in the Library Environment

In the fall of 2015, two librarians at San Diego State University initiated a project to enhance the visibility of some of the library’s numerous electronic resources. Promotional materials were created to highlight some of the main features and functionality of seven specific databases to which the library subscribes. Although there are many factors of this project that warrant further research, the authors can definitively state that usage for six of the seven electronic resources featured in their promotional project did increase when they were advertised to a wider campus population via the library’s website.