Designing the interface between research, learning and teaching.

Abstract: This paper’s central argument is that teaching and research need to be reshaped so that they connect in a productive way. This will require actions at a whole range of levels, from the individual teacher to the national system and include the international communities of design scholars. To do this, we need to start at the level of the individual teacher and course team. This paper cites some examples of strategies that focus on what students do as learners and how teachers teach and design courses to enhance research-led teaching. The paper commences with an examination of the departmental context of (art and) design education. This is followed by an exploration of what is understood by research-led teaching and a further discussion of the dimensions of research-led teaching. It questions whether these dimensions are evident, and if so to what degree in design departments, programmes and courses. The discussion examines the features of research-led departments and asks if a department is not research-led in its approach to teaching, why it should consider changing strategies

The nature of middle school learners' science content understandings with the use of on-line resources

Early research on using the World Wide Web indicated that middle school students did not explore much and used Web tools naively. In response to these challenges, an on-line research engine, Artemis, was designed to provide a permanent workspace and allow students access to preselective on-line resources. This study investigated the depth and accuracy of sixth-grade students' content understandings as well as their use of search and assess strategies when they used on-line resources via Artemis. Eight student pairs from two science classes experienced support from teachers and used scaffolded curriculum materials while completing four on-line inquiry units during 9 months. Multiple sources of data were collected, including video recordings of students' computer activities and conversations, students' artifacts and on-line postings, classroom and lab video recordings, and interview transcripts. Analyses of data showed that students constructed meaningful understandings through on-line inquiry, although the accuracy and depth of their understandings varied. The findings suggest that students might develop accurate and in-depth understandings if they use search and assess strategies appropriately, if resources are thoughtfully chosen, and if support from the learning environment is extensively provided. This research lends evidence to questions regarding the value of students engaging in on-line inquiry. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 323–346, 2003Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/34518/1/10079_ftp.pd

Faculty Authors & Achievers Bibliography 2016

The office of the Vice President for Academic Affairs and the Wyndham Robertson Library congratulate all Hollins faculty who published or presented creative or scholarly works from Fall 2014 through Summer 2016. This bibliography includes a list of those activities

Text and Transmission

The modern reader may encounter the Greek text of Euripides' surviving plays in many forms: in print either in complete editions or in separate editions of single plays published with translations or commentaries or both, and in digital form at well-known sites on the internet. When Euripides composed his plays, he is most likely to have written on a papyrus roll, although for rough drafts of small sections he could have used wax tablets, loose papyrus sheets, or pottery sherds. Although the papyrus rolls and early codices give us intriguing glimpses of the text of the Euripides plays up the seventh century CE, the surviving complete plays depend on the medieval textual tradition. For Euripides as for Aeschylus and Sophocles, Alexandrian scholars collected texts of as many plays as they could, comparing their titles to those known from the didascalic records. About seventy plays of Euripides never reached the medieval manuscript tradition

Smoothing the information seeking path: Removing representational obstacles in the middle-school digital library.

Middle school student's interaction within a digital library is explored. Issues of interface features used, obstacles encountered, search strategies and search techniques used, and representation obstacles are examined. A mechanism for evaluating user's descriptors is tested and effects of augmenting the system's resource descriptions with these descriptors on retrieval is explored. Transaction log data analysis (TLA) was used, with external corroborating achievement data provided by teachers. Analysis was conducted using quantitative and qualitative methods. Coding schemes for the failure analysis, search strategies and techniques analysis, as well as extent of match analysis between terms in student's questions and their search terms, and extent of match analysis between search terms and controlled vocabulary were developed. There are five chapters with twelve supporting appendixes. Chapter One presents an introduction to the problem and reviews the pilot study. Chapter Two presents the literature review and theoretical basis for the study. Chapter Three describes the research questions, hypotheses and methods. Chapter Four presents findings. Chapter Five presents a summary of the findings and their support of the hypotheses. Unanticipated findings, limitations, speculations, and areas of further research are indicated. Findings indicate that middle school users interact with the system in various sequences of patterns. User groups' interactions and scaffold use are influenced by the teacher's objectives for using the ADL. Users preferred to use single word searches over Boolean, phrase or natural language searches. Users tended to use a strategy of repeating the same exact search, instead of using the advanced scaffolds. A high percent of users attempted at least one search that included spelling or typographical errors, punctuation, or sequentially repeated searches. Search terms matched the DQ's in some instantiation 54% of all searches. Terms used by the system to represent the resources do not adequately represent the user groups' information needs, however, using student generated keywords to augment resource descriptions can have a positive effect on retrieval

2021 August

Press releases for August of 2021

Celebrating 25 years of archaeological research at the Danish Institute at Athens

The article gives a brief introduction to the Danish archaeological field projects in Kefallenia, Rhodes, Chalkis, Kalydon, Piraeus, Khania, Lechaion, Delphi and Sikyon as well as on Mount Pelion conducted through The Danish Institute at Athens

DEVELOPING LITERACY PRACTICES THROUGH DIGITAL STORYTELLING

This qualitative study explored the use of multimedia and traditional literacy to answer the question: ?How does creating a ?digital story? impact children?s literacy skills?? Forty-three seventh-grade students from a Midwestern school created a series of three digital stories over the course of several months implementing creative, narrative and persuasive writing. These digital stories utilized the grade level curriculum, integrating communication arts, social studies, science, and technology. The purpose of this study was to better understand how literacy skills were impacted through the use of digital storytelling. This understanding will be used to inform improvements in instruction of writing, story telling and related technologies, as well as the curricula utilizing them. Multiple projects were essential to master the tools and processes necessary for digital storytelling and developing writing skills. The first project focused on technological tools, cooperative groupings, and organization of the process. The second project focused on personal story to develop voice and include emotion. Working independently ensured that students understood the process and tools. By the third project students came to understand organization by effectively using the storyboard and adding yet another genre of writing to their repertoire. The children came to recognize the importance of organization, story, voice, emotion, pacing, economy of words, and value of re-writing while developing presentation skills. Collaboration and cooperation played an important role among teachers and students. Further research is needed to explore best practices for use with all grade levels