Promoting Informal Learning Using a Context-Sensitive Recommendation Algorithm For a QRCode-based Visual Tagging System

Structured Abstract Context: Previous work in the educational field has demonstrated that Informal Learning is an effective way to learn. Due to its casual nature it is often difficult for academic institutions to leverage this method of learning as part of a typical curriculum. Aim: This study planned to determine whether Informal Learning could be encouraged amongst learners at Durham University using an object tagging system and a context-sensitive recommendation algorithm. Method: This study creates a visual tagging system using a type of two-dimensional barcode called the QR Code and describes a tool designed to allow learners to use these ‘tags’ to learn about objects in a physical space. Information about objects features audio media as well as textual descriptions to make information appealing. A collaboratively-filtered, user-based recommendation algorithm uses elements of a learner’s context, namely their university records, physical location and data on the activities of users similar to them to create a top-N ranked list of objects that they may find interesting. The tool is evaluated in a case study with thirty (n=30) participants taking part in a task in a public space within Durham University. The evaluation uses quantitative and qualititative data to make conclusions as to the use of the proposed tool for individuals who wish to learn informally. Results: A majority of learners found learning about the objects around them to be an interesting practice. The recommendation system fulfilled its purpose and learners indicated that they would travel a significant distance to view objects that were presented to them. The addition of audio clips to largely textual information did not serve to increase learner interest and the implementation of this part of the system is examined in detail. Additionally there was found to be no apparent correlation between prior computer usage and the ability to comprehend an informal learning tool such as the one described. Conclusion: Context-sensitive, mobile tools are valuable for motivating Informal Learning. Interaction with tagged objects outside of the experimental setting indicates significant learner interest even from those individuals that did not participate in the study. Learners that did participate in the experiment gained a better understanding of the world around them than they would have without the tool and would use such software again in the future

Precise orbit determination of LEO satellites : a systematic review

The need for precise orbit determination (POD) has grown significantly due to the increased amount of space-based activities taking place at an accelerating pace. Accurate POD positively contributes to achieving the requirements of Low-Earth Orbit (LEO) satellite missions, including improved tracking, reliability and continuity. This research aims to systematically analyze the LEO–POD in four aspects: (i) data sources used; (ii) POD technique implemented; (iii) validation method applied; (iv) accuracy level obtained. We also present the most used GNSS systems, satellite missions, processing procedures and ephemeris. The review includes studies on LEO–POD algorithms/methods and software published in the last two decades (2000–2021). To this end, 137 primary studies relevant to achieving the objective of this research were identified. After the investigation of these primary studies, it was found that several types of POD techniques have been employed in the POD of LEO satellites, with a clear trend observed for techniques using reduced-dynamic model, least-squares solvers, dual-frequency signals with undifferenced phase and code observations in post-processing mode. This review provides an understanding of the various POD techniques, dataset utilized, validation techniques, and accuracy level of LEO satellites, which have interest to developers of small satellites, new researchers and practitioners.© The Author(s) 2023. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.fi=vertaisarvioitu|en=peerReviewed

Aeronautical Engineering: A continuing bibliography, supplement 116

This bibliography lists 550 reports, articles, and other documents introduced into the NASA scientific and technical information system in November 1979

NASA oceanic processes program: Status report, fiscal year 1980

Goals, philosophy, and objectives of NASA's Oceanic Processes Program are presented as well as detailed information on flight projects, sensor developments, future prospects, individual investigator tasks, and recent publications. A special feature is a group of brief descriptions prepared by leaders in the oceanographic community of how remote sensing might impact various areas of oceanography during the coming decade

Workplace-based assessment in clinical radiology in the UK - a validity study

In 2010, the Royal College of Radiologists introduced workplace-based assessments to the postgraduate training pathway for clinical radiologists in the UK. Whilst the system served the purpose of contributing to high-stakes annual judgements about radiology trainees’ progression into subsequent years of training, it was primarily intended to be formative. This study was prompted by an interest in whether the new system fulfilled this formative role. Data collection and analysis spanned the first three years of the new system and followed a multi-methods approach. Descriptive statistical analysis was used to explore important parameters such as the timing and number of assessments undertaken by trainees and assessors. Using the literature and an iterative analysis of a large sample of trainee data, a coding framework for categories of feedback quality enabled assessors’ written comments to be explored using deductive and inductive qualitative analysis, with inferential statistical analysis of coded assessor feedback statements. For example, Ragin’s (1987, 2000, 2008) qualitative comparative analysis, QCA, was used to explore whether the assessments met necessary and/or sufficient conditions for high quality feedback. Pairs of assessor-trainee feedback comments were also analysed to establish whether any dialogic feedback interactions occurred. The study presents evidence that despite its intentions, the new system is generally failing to meet its primary, formative aim. As a consequence, the influence of negative washback on assessment practice was reflected in a number of findings. For example, there was evidence of trainees taking an instrumental approach to the assessments, undertaking only the prescribed minimum of assessments or completing assessments in the later stages of placements. Combined with evidence of retrospective assessment, i.e. after completion of the placements, the observed patterns of assessment over the three years are consistent with a box-ticking approach. This study explores the contextual policy and practice dimensions underpinning these and related findings and discusses the implications and recommendations for future arrangements

Teachers’ encounters with major disciplinary and curriculum change: a theoretical framework in the context of ICT and Computing

The impact of teachers’ beliefs on effective curriculum change implementation is widely recognised. This study identifies the factors affecting the change process; developing and presenting a theoretical model of the process of curriculum change precipitated by disciplinary shift as perceived by the teachers experiencing the transformation. It was carried out in the context of, arguably the most significant disciplinary shift in the last two decades of the English National Curriculum: the movement from ICT to Computing. The research was founded on the views, beliefs and experiences of existing ICT teachers as they ‘lived through’ the planning and implementation of the new curriculum. The research followed an inductive interpretive approach to expose a theoretical model grounded in this data. This grounded research methodology is original in both its emphasis and context. The model that emerges identifies that teachers’ beliefs act to form their enacted support of the new curriculum that manifested itself in a number of ways. The teachers’ beliefs that drive their enacted support form a complex interrelationship that involves’ their beliefs, regarding the nature of IT education and student ability; their perceptions of how the curriculum change would personally affect them and their stated support of the new curriculum. Each of these aspects has a number of intervening influences meaning that for each individual teacher there were both positive and negative forces acting on each. As the emergent model identifies how teachers respond to curriculum change the conclusions of this research have consequences for both teachers, and school leaders and policy makers. Additionally, in presenting existing ICT teachers’ beliefs regarding IT education, and how these were formed through their biographies and how they have influenced said teachers’ responses to the new curriculum this study establishes new knowledge and understanding of subject specialist teachers and their beliefs, in both ICT and other disciplinary areas

Assessing Clinical Software User Needs for Improved Clinical Decision Support Tools

Consolidating patient and clinical data to support better-informed clinical decisions remains a primary function of electronic health records (EHRs). In the United States, nearly 6 million patients receive care from an accountable care organization (ACO). Knowledge of clinical decision support (CDS) tool design for use by physicians participating in ACOs remains limited. The purpose of this quantitative study was to examine whether a significant correlation exists between characteristics of alert content and alert timing (the independent variables) and physician perceptions of improved ACO quality measure adherence during electronic ordering (the dependent variable). Sociotechnical theory supported the theoretical framework for this research. Sixty-nine physician executives using either a Cerner Incorporated or Epic Systems EHR in a hospital or health system affiliated ACO participated in the online survey. The results of the regression analysis were statistically significant, R2 = .108, F(2,66) = 3.99, p = .023, indicating that characteristics of alert content and timing affect physician perceptions for improving their adherence to ACO quality measures. However, analysis of each independent variable showed alert content highly correlated with the dependent variable (p = .007) with no significant correlation found between workflow timing and the dependent variable (p = .724). Understanding the factors that support physician acceptance of alerts is essential to third-party software developers and health care organizations designing CDS tools. Providing physicians with improved EHR-integrated CDS tools supports the population health goal of ACOs in delivering better patient care

Factors influencing GP Referrals to Symptomatic Breast Units in Ireland

Background A policy of centralisation of symptomatic breast services was implemented in Ireland in 2009. This included centralising surgical services in eight Symptomatic Breast Disease (SBD) units and introduction of evidence-based GP referral guidelines for suspected cancer. Aim To investigate the factors influencing GP referrals to SBD units in Ireland. Methods Four individual studies were conducted in a mixed-methods design. Study 1 analysed breast cancer referral and detection rates. Studies 2 and 3 comprised in-depth interviews with 9 cancer centres (hospitals) and 28 randomly-selected GPs to explore factors influencing GP referral. The impact of centralisation on referral patterns was analysed in Study 4, using the national cancer database. Results Referrals to breast units in Ireland increased by almost 60% in five years, without a corresponding increase in breast cancers detected. Reasons for referral included mastalgia (15%) and family history (9%). Clinical and non-clinical factors were identified as influencing referrals, such as; GP factors, including fear of missing a cancer and risk aversion Resources, including ease of access to breast clinics and high quality of the service Social influences, such as patient anxiety, media and patient expectations. A significant increase was identified in analysis of national data of the proportion of patients having their diagnosis and surgery at designated cancer centres rather than non-cancer centres, indicating a high level of policy implementation. Cox proportional-hazards regression showed prompt access for GP referrals. Conclusions This is the first study to examine the effects of centralisation of breast cancer services in Ireland. The results provide useful evidence on the impact and effectiveness of this policy initiative and show early indicators of success. GP referrals are influenced by GP, health service, social and clinical factors, which can be both social and contextual in nature. GP beliefs about consequences coupled with social influences are challenging barriers to address and will require multifaceted interventions to overcome