Using assessment to improve the quality of student learning in art and design.

The purpose of this ongoing project is to evaluate the impact of a self- and peer assessment programme on students' approaches to their learnin

Designing online role plays with a focus on story development to support engagement and critical learning for higher education students

Online role plays, as they are designed for use in higher education in Australia and internationally, are active and authentic learning activities (Wills, Leigh & Ip, 2011). In online role plays, students take a character role in developing a story that serves as a metaphor for real-life experience in order to develop a potentially wide range of subject-related and generic learning outcomes. The characteristics of these stories are rarely considered as factors in the design―and success―of these activities. The unspoken cultural assumptions, norms and rules in the stories that impact on the meanings students make from their experiences are also rarely scrutinised in the online role play literature. This paper presents findings from a case study of an asynchronous text-based online role play involving politics and journalism students from three Australian universities. The findings highlight the centrality of students’ collaborative story-building activity to their engagement and learning, including their development of critical perspectives. The study underlines the importance of certain aspects of the role play\u27s design to support students\u27 story-building activity

Combining computer game-based behavioural experiments with high-density EEG and infrared gaze tracking

Rigorous, quantitative examination of therapeutic techniques anecdotally reported to have been successful in people with autism who lack communicative speech will help guide basic science toward a more complete characterisation of the cognitive profile in this underserved subpopulation, and show the extent to which theories and results developed with the high-functioning subpopulation may apply. This study examines a novel therapy, the "Rapid Prompting Method" (RPM). RPM is a parent-developed communicative and educational therapy for persons with autism who do not speak or who have difficulty using speech communicatively.The technique aims to develop a means of interactive learning by pointing amongst multiple-choice options presented at different locations in space, with the aid of sensory "prompts" which evoke a response without cueing any specific response option. The prompts are meant to draw and to maintain attention to the communicative task–making the communicative and educational content coincident with the most physically salient, attention-capturing stimulus – and to extinguish the sensory–motor preoccupations with which the prompts compete.ideo-recorded RPM sessions with nine autistic children ages 8–14years who lacked functional communicative speech were coded for behaviours of interest

Making Disciples: The Effects of Technology Integration Coaching

This paper describes a pilot study of collegial coaching for technology integration at two private Christian schools. Two students nearing completion of a Master’s in Education in Curriculum and Instruction with a Specialization in Instructional Technology each coached three fellow teachers, self-described as digital immigrants, to integrate technology into their teaching. The coaches spent an average of 15 hours per teacher brainstorming, teaching, and facilitating technology integration. Information obtained from a variety of data sources (interviews, a post-coaching questionnaire, a focus group, and analyses of journals kept by both coaches and coached teachers) revealed the positive effects of their collegial coaching and suggested ideas for optimizing coaching for technology integration

Correspondences and Contradictions in International and Domestic Conflict Resolution: Lessons From General Theory and Varied Contexts

Does the field of conflict resolution have any broadly applicable theories that work across the different domains of international and domestic conflict? Or, are contexts, participants, and resources so domain specific and variable that only thick descriptions of particular contexts will do? These are important questions which have been plaguing me in this depressing time for conflict resolution professionals, from September 11,2001 (9/11), to the war against Iraq. Have we learned anything about conflict resolution that really does improve our ability to describe, predict, and act to reduce unnecessary and harmful conflict? These are the questions I want to explore in this essay, all the while knowing that I will ask more questions than I have answers to. My hope is to spark more rigorous attention to the possibility of comparative dispute resolution study and practice, using key concepts, theories, empirical studies, practical wisdom, and experiential insights to spark and encourage more multi-level and multi-unit analysis of some of our shared propositions

The American National Exhibition and Kitchen Debates: How the World\u27s Superpowers Portrayed the Events of the Summer of 1959 to Meet National Needs

An undergraduate research paper centered on the investigation of American and Soviet propaganda efforts during and immediately after the Kitchen Debate of 1959