Laptops for teachers: An evaluation of the TELA scheme in schools (Years 1 to 3)

The purpose of this evaluation is to investigate the impacts of the Laptops for Teachers Scheme: TELA (referred to from here as the TELA scheme) on teachers’ work over a period of three years (2006, 2007, 2008) and to record emerging changes in laptop use. This evaluation report presents findings from the three annual cycles of national focus groups and questionnaires with Years 1 to 3 teachers in New Zealand primary schools. In this evaluation, two methods of data collection were used: first, three focus groups were held with teachers in face-to-face meetings and second, a questionnaire was sent to teachers in a range of schools. The focus groups allowed teachers to talk about changes in their use of the laptop over the three years. Focus groups were held in the Taranaki, Wellington and Marlborough areas. The questionnaire asked teachers about various aspects of their laptops experience, including school support for laptops, professional development, their use of laptops at home and in school, and their goals for future use. In this final report, questionnaire results are presented together with the results from the focus groups held over three years

Mathematics teachers’ professional development and identity in a distance education setting

This paper discusses the influence of an in-service distance education course in the construction of mathematics teachers’ professional identity, especially regarding their views and practices of reflection and collaboration and their relation with information and communication technology. The course was based in open-learning pedagogy and focused on conducting exploratory and investigative work in the mathematics classroom. Evaluation results show that the perspectives and involvement of the participant teachers depend very much on their previous professional experience and relationship with the Internet. Teachers that use e-mail for collaborative work found this a very stimulating experience whereas those with less professional involvement had some difficulty in assuming the roles and values required for this kind of activity

Involving External Stakeholders in Project Courses

Problem: The involvement of external stakeholders in capstone projects and project courses is desirable due to its potential positive effects on the students. Capstone projects particularly profit from the inclusion of an industrial partner to make the project relevant and help students acquire professional skills. In addition, an increasing push towards education that is aligned with industry and incorporates industrial partners can be observed. However, the involvement of external stakeholders in teaching moments can create friction and could, in the worst case, lead to frustration of all involved parties. Contribution: We developed a model that allows analysing the involvement of external stakeholders in university courses both in a retrospective fashion, to gain insights from past course instances, and in a constructive fashion, to plan the involvement of external stakeholders. Key Concepts: The conceptual model and the accompanying guideline guide the teachers in their analysis of stakeholder involvement. The model is comprised of several activities (define, execute, and evaluate the collaboration). The guideline provides questions that the teachers should answer for each of these activities. In the constructive use, the model allows teachers to define an action plan based on an analysis of potential stakeholders and the pedagogical objectives. In the retrospective use, the model allows teachers to identify issues that appeared during the project and their underlying causes. Drawing from ideas of the reflective practitioner, the model contains an emphasis on reflection and interpretation of the observations made by the teacher and other groups involved in the courses. Key Lessons: Applying the model retrospectively to a total of eight courses shows that it is possible to reveal hitherto implicit risks and assumptions and to gain a better insight into the interaction...Comment: Abstract shortened since arxiv.org limits length of abstracts. See paper/pdf for full abstract. Paper is forthcoming, accepted August 2017. Arxiv version 2 corrects misspelled author nam

Lessons learned from evaluating eight password nudges in the wild

Background. The tension between security and convenience, when creating passwords, is well established. It is a tension that often leads users to create poor passwords. For security designers, three mitigation strategies exist: issuing passwords, mandating minimum strength levels or encouraging better passwords. The first strategy prompts recording, the second reuse, but the third merits further investigation. It seemed promising to explore whether users could be subtly nudged towards stronger passwords.Aim. The aim of the study was to investigate the influence of visual nudges on self-chosen password length and/or strength.Method. A university application, enabling students to check course dates and review grades, was used to support two consecutive empirical studies over the course of two academic years. In total, 497 and 776 participants, respectively, were randomly assigned either to a control or an experimental group. Whereas the control group received no intervention, the experimental groups were presented with different visual nudges on the registration page of the web application whenever passwords were created. The experimental groups’ password strengths and lengths were then compared that of the control group.Results. No impact of the visual nudges could be detected, neither in terms of password strength nor length. The ordinal score metric used to calculate password strength led to a decrease in variance and test power, so that the inability to detect an effect size does not definitively indicate that such an effect does not exist.Conclusion. We cannot conclude that the nudges had no effect on password strength. It might well be that an actual effect was not detected due to the experimental design choices. Another possible explanation for our result is that password choice is influenced by the user’s task, cognitive budget, goals and pre-existing routines. A simple visual nudge might not have the power to overcome these forces. Our lessons learned therefore recommend the use of a richer password strength quantification measure, and the acknowledgement of the user’s context, in future studies

A First Search for Cosmogenic Neutrinos with the ARIANNA Hexagonal Radio Array

The ARIANNA experiment seeks to observe the diffuse flux of neutrinos in the 10^8 - 10^10 GeV energy range using a grid of radio detectors at the surface of the Ross Ice Shelf of Antarctica. The detector measures the coherent Cherenkov radiation produced at radio frequencies, from about 100 MHz to 1 GHz, by charged particle showers generated by neutrino interactions in the ice. The ARIANNA Hexagonal Radio Array (HRA) is being constructed as a prototype for the full array. During the 2013-14 austral summer, three HRA stations collected radio data which was wirelessly transmitted off site in nearly real-time. The performance of these stations is described and a simple analysis to search for neutrino signals is presented. The analysis employs a set of three cuts that reject background triggers while preserving 90% of simulated cosmogenic neutrino triggers. No neutrino candidates are found in the data and a model-independent 90% confidence level Neyman upper limit is placed on the all flavor neutrino+antineutrino flux in a sliding decade-wide energy bin. The limit reaches a minimum of 1.9x10^-23 GeV^-1 cm^-2 s^-1 sr^-1 in the 10^8.5 - 10^9.5 GeV energy bin. Simulations of the performance of the full detector are also described. The sensitivity of the full ARIANNA experiment is presented and compared with current neutrino flux models.Comment: 22 pages, 22 figures. Published in Astroparticle Physic

Innovating for Learning: Designing for the Future of Education

Teaching has moved online as the world has moved online and learning is losing its sense of physical location with the availability of many different options from mobile to MOOC (Massive Open Online Course). The impact of online learning is not confined to distance learning; when a student attends a campus university they are now as likely to meet with their fellow learners virtually as face to face. The education sector has yet to fully adapt to what this means, and indeed there strong signs of a built in resilience from providers, employers and students themselves which may mean an apparent evolution is more likely than a revolution. At the same time, there are some quiet changes underway that mean we should be preparing to innovate for the revolution to come. Some of those changes are considered in work undertaken at The Open University that has been disseminated in a series of Innovating Pedagogy reports. These reports allow the academic authors to be more speculative than is usual practice and engage in considering the future, while remaining based on a view of what is happening in the sector. In particular they adopt a position focused on pedagogy that balances technology-based futurology that can dominate yet fail to resonate with those actually involved in the teaching process. The annual Innovating Pedagogy reports cover 10 topics each, with some deliberate overlap from year to year and development of themes that show innovations moving into teaching practice. This is illustrated by two cases, the impact of MOOCs and the application of learning design and analytics. The development of MOOCs demonstrates the value of reviewing pedagogy that aligns with technology. While the use of learning design and learning analytics demonstrates how improvements in the way we describe our learning processes and the way we understand learner behaviour is helping determine how choices in pedagogy impact on student satisfaction, progression and success