Web Structure Reorganization to Improve Web Navigation Efficiency

The study aims to improve Web navigation efficiency by reorganizing Web structure. Navigation efficiency is defined mathematically for both navigation with / without target destination pages, e.g. for experienced and new users. To help experienced users not to lose their orientation, structure stability is taken into consideration. Stability constraint can also help website designers control the maintaining effort of Web. This study proposes a mathematical programming method to reorganize Web structure in order to achieve better navigation efficiency. Designer can specify the user requirements and how stable the website structure should be. An e-banking example is given to illustrate how the method works in scenarios where user surfs with target destination. This study has the advantage of assessing and improving navigation efficiency and of relieving the designer of tedious chore to modify the structure in transformation

A Writing Revolution: Using Legal Writing\u27s \u27Hobble\u27 to Solve Legal Education\u27s Problem

The attached article responds to a 2011 article by John Lynch, published in the Journal of Legal Education, that urged legal writing faculty to return to an outmoded and ineffective writing pedagogy, the “product approach,” on the grounds that it would make teaching legal writing easier. This article builds on the work of Carol McCrehan Parker and others interested in writing across the curriculum and argues that the only way to reduce legal writing’s “hobble” and to solve legal education’s problem is to create a six-semester writing requirement. The reason law students are graduating without adequate preparation for practice is that law schools have failed to commit to teaching writing. Most law students graduate having been required to take only an introductory course that teaches practice-related writing skills and an upper-class seminar with a scholarly writing requirement. Law schools can no longer afford to rely on a small percentage of faculty or externships to teach the most important skill law students have to offer on graduation. Because matriculating students have less writing skill and experience than they did even a decade ago, the need for a six-semester writing requirement is that much greater. This article then discusses a proposed writing curriculum that would not unduly burden law schools or their faculty and concludes with additional, specific recommendations for incorporating writing across the curriculum—in doctrinal and writing courses—to improve students’ metacognitive skills and their ability to transfer those skills to practice

Combining Livetext With A Mastery Approach To Meet AACSB Assessment Requirements

Program assessment is an active component of AACSB standards that involves the systematic gathering, analyzing and interpreting of data on degree program effectiveness. The standard ensures that business schools assess degree programs, recommend needed improvements, and implement changes ‘that represent contemporary theory and practice.’ Livetext is an online suite of tools that permit instructors to actively track and monitor student progress while capturing needed assessment data. In this study we examine the experience at a Midwestern university in implementing Livetext and a ‘mastery approach’ as vehicles to facilitate course level as well as program and university level assessment. The paper concludes with lessons garnered from the experience

MetaLib and SFX at Loughborough University Library.

This article outlines the implementation of MetaLib and SFX at Loughborough University. It includes details of the timescale, work and staff involved, how the services work, usage and the reactions of readers

DEVELOPING COGNITIVE FLEXIBILITY AND PROJECT MANAGEMENT JUDGMENT: USING ONLINE PROGRESSIVE CASES TO INTRODUCE REALISTIC AND UNEXPECTED CHALLENGES

A project is a finite activity aimed at producing a tangible product or service. Designing and developing instruction is a type of project. Instructional design projects (design projects) require instructional designers (IDs) to manage multiple and often overlapping work tasks, balance the triple constraint (time, budget, and quality), and react to project changes. Thus, project management (PM) is a critical aspect of instructional designer competencies. Traditionally, professional development (PD) involves the use of cases that present a complex, realistic problem for learners to discuss. Most of these cases are static; the problem does not change during the learning process. Static cases do not engage learners in anticipating and resolving project changes, including client requests for scope additions, or changes in budget or timelines; therefore, novice IDs and project managers (PMs) are often ill-prepared to work on real-world, complex, dynamic projects. PD should engage learners in thought and action around messy project problems. Zingers, realistic and unexpected challenges, were introduced while graduate students were developing a PM plan for a design project. These zingers were designed to simulate the complex, dynamic real-world practice of PM within instructional design (ID) work. This dissertation study aimed to inform the design of instruction to develop the expert-like thinking strategies and practice strategies required to respond to unexpected events and solve messy problems. The case study research method (CSRM) was used to describe the learning process during the progressive case by tracking participants’ flexible thinking (cognitive flexibility [CF]) and PM judgment in thought and action dimensions over a semester. In general, the selected teams approached the zingers differently. In most cases, teams made optimistic assumptions, did not balance constraints, and submitted PM plans with internal inconsistencies. While teams had difficulty executing responses to unexpected changes on their PM plans, they exhibited flexible thinking and an understanding of PM concepts in their reflections and discussions. Thus, participants demonstrated more CF than PM judgment, and their thoughts exhibited more CF and PM judgment than their actions

Entry-level job skills needed by wildlife management professionals

The research purpose was to identify the job skills needed by entry-level wildlife managers, which was accomplished by utilizing a Delphi panel of wildlife management experts from the academic, private and public employment sectors. The Delphi panel was selected from a committee nominated, pool of 81 innovative wildlife management experts. The panel for Rounds One, Two, and Three of this Delphi survey consisted of 31, 32, and 31 members, respectively. The Delphi process involved three survey rounds. Round One consisted of collecting and developing entry-level job skill items from the panel, which resulted in 382 items. Round Two developed initial consensus on the 382 items and developed two new items. Round Three finalized the consensus on the 384 entry-level job skill items. In Round Three, the panel came to consensus on all 384 items with a minimum consensus rating of 80.6%, a maximum consensus rating of 100%. All entry-level job skill items were then ranked by level of importance. Seventy-two were ranked high importance, 175 were substantial importance, 123 were moderate importance, 14 were of low importance, and zero was of no importance. When skills were grouped by category, 108 were biological science skills, 54 were practical daily work skills, 49 were quantitative science skills, 42 were communication skills, 38 were policy administration skills, 35 were physical science skills, 31 were humanities skills, and 27 were basic statistics skills. Based on the composition of the expert Delphi panel and the research results, the Delphi technique was a valid method for collecting geographically spread, consensual expert opinion to provide guidance for developing contemporary and futuristic wildlife management curricula at the university level

An Investigation into world wide web publishing with the hypertext markup language

The purpose of this thesis project was to test and to demonstrate the World Wide Web as a publishing vehicle by creating a Web presence for the School of Printing Management and Sciences. In order to reach this goal, a full understanding of the Hypertext Markup Language must first be realized. Once this is accomplished, issues regarding integration of mixed-media elements within an HTML document were investigated. Once a prototype of the HTML document was accomplished, the mixed-media elements were tested and evaluated for proper integration and contextual cohesiveness. Many issues regarding implementation of mixed-media elements, such as file size and file format were addressed upon testing. One of the additional goals of this project is a comprehensive description of the methodology for creating and maintaining a World Wide Web publishing presence. This addresses: navigational software, structuring HTML documents, hyper text linking, HTML style issues and limitations, effective integration of mixedmedia elements, inline and external image issues, testing documents, advertising documents, strategies for determining proper file sizes and formats of mixedmedia elements, integrating supplemental programs, World Wide Web Server issues, installing HTML and mixed-media files onto a World Wide Web Server, etc. The Web site located at (http://www.rit.edu/~spms) served as the vehicle for the investigation. Results of the study revealed the issues of providing data that services users across a wide range of computer systems, with different bandwidth restrictions, utilizing a myriad of computer software. Specific standards apply to An Investigation into World Wide Web Publishing with the Hypertext Markup Language alleviate much of the guesswork, however, publishing on the Internet remains to be as challenging as it is rewarding. The Web\u27s format and the opportunity to reach millions of potential customers is creating new types of publishing ventures in true gold-rush fashion. The Web is being touted as the fourth medium, and some suggest it will have as great an impact on society as print, radio and television. The growth of the Web is explosive and will assuredly continue to blossom. Upon completion of this study, the author remains skeptical whether the World Wide Web is the medium of the future. It has, however, created a trend which will forever reshape the publishing world and the way information seekers receive their data. Publishing will change from a commodity based market where prices are based upon cost, and shift to a service market where prices are based upon the value of the information. Each reader requiring selected information tailored to their specific choice will pay for what they select no more paying for an entire magazine or newspaper and reading only one article. The future of information dissemination is electronic, interactive and selective. Whether the delivery mechanism will be the World Wide Web remains to be seen