The future of technology enhanced active learning – a roadmap

The notion of active learning refers to the active involvement of learner in the learning process, capturing ideas of learning-by-doing and the fact that active participation and knowledge construction leads to deeper and more sustained learning. Interactivity, in particular learnercontent interaction, is a central aspect of technology-enhanced active learning. In this roadmap, the pedagogical background is discussed, the essential dimensions of technology-enhanced active learning systems are outlined and the factors that are expected to influence these systems currently and in the future are identified. A central aim is to address this promising field from a best practices perspective, clarifying central issues and formulating an agenda for future developments in the form of a roadmap

A Comparison of State-Based Modelling Tools for Model Validation

In model-based testing, one of the biggest decisions taken before modelling is the modelling language and the model analysis tool to be used to model the system under investigation. UML, Alloy and Z are examples of popular state-based modelling languages. In the literature, there has been research about the similarities and the differences between modelling languages. However, we believe that, in addition to recognising the expressive power of modelling languages, it is crucial to detect the capabilities and the weaknesses of analysis tools that parse and analyse models written in these languages. In order to explore this area, we have chosen four model analysis tools: USE, Alloy Analyzer, ZLive and ProZ and observed how modelling and validation stages of MBT are handled by these tools for the same system. Through this experiment, we not only concretise the tasks that form the modelling and validation stages of MBT process, but also reveal how efficiently these tasks are carried out in different tools

An exploratory study to design an adaptive hypermedia system for online-advertisement

The revolutionary world of the World Wide Web has created an open space for a multitude of fields to develop and propagate. One of these major fields is advertisement. Online advertisement has become one of the main activities conducted on the web, heavily supported by the industry. Importantly, it is one of the main contributors to any businesses’ income. However, consumers usually ignore the great majority of adverts online. This research paper studies the field of online advertisement, by conducting an exploratory study to understand end users’ needs for targeted online advertisement using adaptive hypermedia techniques. Additionally, we explore social networks, one of the booming phenomena of the web, to enhance the appropriateness of the advertising to the users. The main current outcome of this research is that end users are interested in personalised advertisement that tackles their needs and that they believe that the use of social networks and social actions help in the contextualisation of advertisement

Converting theory to practice: University-school collaboration on devising strategies for mentoring pedagogical knowledge

There appears no shortage of theorists for preservice teacher education; however many ideas are abandoned without practical applications. Indeed, it can take years for theories to materialise into practice, if they materialise at all. The quality of preservice teacher education is central for enhancing an education system, and mentors’ roles can assist to shape preservice teachers’ development within the school context. Yet mentoring can be haphazard without being underpinned by a theoretical framework. A mentoring model (personal attributes, system requirements, pedagogical knowledge, modelling, and feedback) has emerged from research and the literature to guide mentors’ practices. This qualitative study investigates mentors’ pedagogical knowledge as one factor crucial to the mentoring process. More specifically, this study involves a questionnaire and audio-recorded focus group meetings with experienced mentors (n=14) who deliberated on devising practical applications for mentoring pedagogical knowledge. Findings revealed that these experienced mentors pinpointed practical applications around a mentor’s role for providing pedagogical knowledge to the mentee. These strategies were varied and demonstrated that any one mentoring practice may be approached from a number of different angles. Nevertheless, there were core mentoring practices in pedagogical knowledge such as showing the mentee how to plan for teaching, articulating classroom management approaches, and talking about how to connect learning to assessment. Mentors may require education on current mentoring practices with practical strategies that are linked to theoretical underpinnings

The technological mediation of mathematics and its learning

This paper examines the extent to which mathematical knowledge, and its related pedagogy, is inextricably linked to the tools – physical, virtual, cultural – in which it is expressed. Our goal is to focus on a few exemplars of computational tools, and to describe with some illustrative examples, how mathematical meanings are shaped by their use. We begin with an appraisal of the role of digital technologies, and our rationale for focusing on them. We present four categories of digital tool-use that distinguish their differing potential to shape mathematical cognition. The four categories are: i. dynamic and graphical tools, ii. tools that outsource processing power, iii. new representational infrastructures, and iv. the implications of highbandwidth connectivity on the nature of mathematics activity. In conclusion, we draw out the implications of this analysis for mathematical epistemology and the mathematical meanings students develop. We also underline the central importance of design, both of the tools themselves and the activities in which they are embedded

The Teacher, The Tasks: Their Role in Students' Mathematical Literacy

This paper reports on part of a larger study and examines the changing nature of mathematics teaching and tasks. Two Year 4 classes were compared after mathematicalmodelling tasks were undertaken with and without top-level structuring. The results indicate that mathematical-modelling and top-level structuring tasks can advance mathematical literacy. Where students are guided through information organisation and mathematising through quality teaching, they can make sense of the mathematical world. Also evident was the vital role of the teacher in creating a positive learning environment through facilitating discourse and literacy development in mathematics students. Recommendations for teaching are given. Indications evidenced here warrant further investigation

Biological Fluid Mechanics Under the Microscope: A Tribute to John Blake

John Blake (1947--2016) was a leader in fluid mechanics, his two principal areas of expertise being biological fluid mechanics on microscopic scales and bubble dynamics. He produced leading research and mentored others in both Australia, his home country, and the UK, his adopted home. This article reviews John Blake's contributions in biological fluid mechanics, as well as giving the author's personal viewpoint as one of the many graduate students and researchers who benefitted from his supervision, guidance and inspiration. The key topics from biological mechanics discussed are: `squirmer' models of protozoa, the method of images in Stokes flow and the `blakelet' solution, discrete cilia modelling via slender body theory, physiological flows in respiration and reproduction, blinking stokeslets in microorganism feeding, human sperm motility, and embryonic nodal cilia.Comment: 23 pages, 11 figures. Submitted versio