Measuring cognitive load and cognition: metrics for technology-enhanced learning

This critical and reflective literature review examines international research published over the last decade to summarise the different kinds of measures that have been used to explore cognitive load and critiques the strengths and limitations of those focussed on the development of direct empirical approaches. Over the last 40 years, cognitive load theory has become established as one of the most successful and influential theoretical explanations of cognitive processing during learning. Despite this success, attempts to obtain direct objective measures of the theory's central theoretical construct – cognitive load – have proved elusive. This obstacle represents the most significant outstanding challenge for successfully embedding the theoretical and experimental work on cognitive load in empirical data from authentic learning situations. Progress to date on the theoretical and practical approaches to cognitive load are discussed along with the influences of individual differences on cognitive load in order to assess the prospects for the development and application of direct empirical measures of cognitive load especially in technology-rich contexts

Efficient intrusion detection scheme based on SVM

The network intrusion detection problem is the focus of current academic research. In this paper, we propose to use Support Vector Machine (SVM) model to identify and detect the network intrusion problem, and simultaneously introduce a new optimization search method, referred to as Improved Harmony Search (IHS) algorithm, to determine the parameters of the SVM model for better classification accuracy. Taking the general mechanism network system of a growing city in China between 2006 and 2012 as the sample, this study divides the mechanism into normal network system and crisis network system according to the harm extent of network intrusion. We consider a crisis network system coupled with two to three normal network systems as paired samples. Experimental results show that SVMs based on IHS have a high prediction accuracy which can perform prediction and classification of network intrusion detection and assist in guarding against network intrusion

VCU Media Lab

We propose the establishment of a VCU Media Lab – a professional creative media technology unit whose mission is to support the development, design, production and delivery of innovative media, multimedia, computer-based instruction, publications and tools in support of VCU education, research and marketing initiatives. This centrally administered, budgeted and resourced facility will acknowledge, refine, focus and expand media services that are currently being provided at VCU in a decentralized manner

Trends in testing: highlights of a global survey

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The hidden potential of "managerial macroeconomics" for CEO decision making in MBA programs

Macroeconomics has profound strategic and tactical implications for CEO decision making, yet many top-ranked business schools do not offer this subject in its appropriately integrative and applied management context. I illustrate how the careful cultivation of "macroeconomic literacy" in the MBA classroom using four innovative instructional strategies can improve CEO decision making across all functional areas of the firm while helping to meet important AACSB learning goals, including curriculum integration, application of interactive teaching strategies, soft skills enhancement, and promoting a global perspective. © Academy of Management Learning & Education, 2006

What learning analytics based prediction models tell us about feedback preferences of students

Learning analytics (LA) seeks to enhance learning processes through systematic measurements of learning related data and to provide informative feedback to learners and educators (Siemens & Long, 2011). This study examined the use of preferred feedback modes in students by using a dispositional learning analytics framework, combining learning disposition data with data extracted from digital systems. We analyzed the use of feedback of 1062 students taking an introductory mathematics and statistics course, enhanced with digital tools. Our findings indicated that compared with hints, fully worked-out solutions demonstrated a stronger effect on academic performance and acted as a better mediator between learning dispositions and academic performance. This study demonstrated how e-learners and their data can be effectively re-deployed to provide meaningful insights to both educators and learners

Strategic market position of the European Crime Prevention Network

The activities and tasks of the European Crime Prevention Network (EUCPN), established in 2001, have significantly expanded over the past two decades. In view of the further implementation of its multiannual strategy, the EUCPN has commissioned a study into its current and future strategic market position, conducted with the financial support of the EU’s Internal Security Fund – Police. This book reflects the results. Whilst the EUCPN proves a well-equipped, versatile and multipurpose network in the EU crime prevention area, consolidation and further boosting are due. Key suggestions are to enhance outputs and visibility, to intensify existing partnerships, to broaden target and beneficiary audiences, including at local levels, to implement practice-oriented, multi-language and multimedia approaches, and to focus on the implementation, monitoring, coordination and evaluation of crime prevention policies or strategies, including through cooperation with academia

Collaboration scripts - a conceptual analysis

This article presents a conceptual analysis of collaboration scripts used in face-to-face and computer-mediated collaborative learning. Collaboration scripts are scaffolds that aim to improve collaboration through structuring the interactive processes between two or more learning partners. Collaboration scripts consist of at least five components: (a) learning objectives, (b) type of activities, (c) sequencing, (d) role distribution, and (e) type of representation. These components serve as a basis for comparing prototypical collaboration script approaches for face-to-face vs. computer-mediated learning. As our analysis reveals, collaboration scripts for face-to-face learning often focus on supporting collaborators in engaging in activities that are specifically related to individual knowledge acquisition. Scripts for computer-mediated collaboration are typically concerned with facilitating communicative-coordinative processes that occur among group members. The two lines of research can be consolidated to facilitate the design of collaboration scripts, which both support participation and coordination, as well as induce learning activities closely related to individual knowledge acquisition and metacognition. In addition, research on collaboration scripts needs to consider the learners’ internal collaboration scripts as a further determinant of collaboration behavior. The article closes with the presentation of a conceptual framework incorporating both external and internal collaboration scripts

ImpacT2 project: preliminary study 1: establishing the relationship between networked technology and attainment

This report explored teaching practices, beliefs and teaching styles and their influences on ICT use and implementation by pupils. Additional factors explored included the value of school and LEA policies and teacher competence in the use of ICT in classroom settings. ImpaCT2 was a major longitudinal study (1999-2002) involving 60 schools in England, its aims were to: identify the impact of networked technologies on the school and out-of-school environment; determine whether or not this impact affected the educational attainment of pupils aged 816 years (at Key Stages 2, 3, and 4); and provide information that would assist in the formation of national, local and school policies on the deployment of IC

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort