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(2008) Rahimpour, Mohammad; Lovell, Nigel; Celler, Branko; McCormick, JohnJournal ArticleGoal: To identify any major factors that could affect patients` perceptions of a Home Telecare Management System (HTMS) and use the findings to contribute to development of a theoretical framework for patient acceptance of HTMS. Materials and methods: Ten Focus Group Interviews (FGIs) were conducted with patients suffering from congestive heart failure (CHF), chronic obstructive pulmonary disease (COPD), or both, from seven different ethnic groups in Sydney. Six key discussion points were used to conduct the FGIs. The participants were shown a video demonstrating the HTMS and its operation, followed by the demonstration of an HTMS prototype. The participants, who had no prior experience with the HTMS, were then asked questions to access their perceptions in potentially real situations. The discussions were audio-taped and content analysis performed. Results: Four major themes and 16 sub-themes were identified.
(2008) Ben-Naim, Dror; Marcus, Nadine; Bain, MichaelConference PaperIn this paper we describe research that applies educational data-visualization and data mining techniques in an Adaptive Exploratory eLearning Environment called the Adaptive eLearning Platform. Using a novel visualization tool called the Solution Trace Graph, we were able to visualize student interactions and thus gain insights that led to the refinement of the intelligently adapted remediation in the system. An important observation we make concerns the employment of a software design methodology which we refer to as Virtual Apparatus Framework (VAF). By using VAF to develop eLearning content, the process of developing intelligently adapted remediation in an exploratory learning scenario, and subsequently the analysis of students? behaviour, is greatly enhanced and simplified.
(2008) Cranney, Jacquelyn; Jones, Gwyn; Morris, Suzanne; Starfield, Sue; Martire, Kristy; Newell, Benjamin; Wong, KwanConference Paper
(2009) Wong, Anna; Marcus, Nadine; Ayres, Paul; Sweller, JohnJournal ArticleBased on the assumption of a working memory processor devoted to human movement, cognitive load theory is used to explore some conditions under which animated instructions are hypothesised to be more effective for learning than equivalent static graphics. Using paper-folding tasks dealing with human movement, results from three experiments confirmed our hypothesis, indicating a superiority of animation over static graphics. These results are discussed in terms of a working memory processor that may be facilitated by our mirror-neuron system and may explain why animated instructional animations are superior to static graphics for cognitively based tasks that involve human movement.
Evidence-based narratives to reconcile academic disciplines with the scholarship of teaching and learning(2009) Quinnell, Rosanne; Russell, Carol; Thompson, Rachel; Nancy, Marshall; Cowley, JillConference PaperA raft of models and definitions of SoTL exist and the best appear to transcend disciplinary contexts, and are sufficiently robust for academics to measure scholarly practices. Critical engagement with the scholarly literature is necessary for academics to gain a realistic view of where their work practices are situated within the scholarly domain. Because academic staff are disciplinary experts they are best placed to comment on whether the models of scholarship describe the scholarship of learning and teaching within the context of their own disciplines as well as within the confines of the Australian higher education sector. This paper pushes the existing debates on reconciling what evidence of scholarship in the disciplines actually is and what is considered valid, and in doing so uncovers why the process of reconciliation, between current practice and supporting evidence, remains elusive. Higher education academics need to identify and reconcile tacit disciplinary knowledge with their SoTL approach in order to unpack the complexity and value of their practices. Enabling academic staff to annotate their activities, roles and accomplishments and then map these items onto the various models of scholarship will enrich the status of scholarship of teaching and learning within the higher education sector.