Trajectories of learning across museums and classrooms

This paper explores the use of social and mobile technologies on school field trips as means of enhancing the visitor experience. It employs the notion of a ‘trajectory’ (Ludvigsen et al. 2010; Pierroux et al., 2010; Littleton & Kerawalla, 2012) as appropriate means of connecting learners temporal experiences with informal and formal learning contexts. The focus of the analysis is on a group’s trajectory with an aim to examine the meanings made and represented in multimodal ‘ensembles’ and further, to explore whether artefacts and tools encountered or used inform students’ ensembles and assist them in making connections across the settings. This paper aims to contribute to contemporary discourse on technology-enhanced museum learning by exploring aspects of the visitor experience, such as meaning making across and between contexts

The Effect of Landing Size on Operational Delays for New Zealand Harvest Operations

Landings are an integral part of New Zealand Harvest operations where extracted trees are processed into logs and loaded out onto trucks. Forest owners need to balance the cost and environmental considerations when designing and constructing landings, with the productivity and safety of the harvesting crew that will use the landing. The objective of this study is to gain a greater understanding of landing size and how they affect forest harvest operations. This study investigates the relationship between landing size and processing delays. A time study was carried out for ten harvest operations predominantly in the lower North Island. The time study recorded all delays on the processing task of measuring and cutting stems into logs. The delays were then categorised so that only processing delays that are influenced by the size of the landing remained. These processing delays were then expressed per m³ and used as the response variable in regression analysis to test their correlation against landing size and a range of other predictor variables. A very strong, linear relationship between processing delays per m3 and actual landing size was found. This indicates that harvest operations on smaller landings exhibited higher delays per m3 than those on larger landings. Loading of the deck was the most significant processing delay; this is a direct result of not having enough room for surge piles as delimbing was not able to be carried out during loader downtime. The significance of the relationships developed in this study can help forest owners realise the implications of building landings that are too small for the intended purpose. Not only will small landings affect productivity, but have the potential to financially affect the forest owner also

Evaluating complex digital resources

Squires (1999) discussed the gap between HCI (Human Computer Interaction) and the educational computing communities in their very different approaches to evaluating educational software. This paper revisits that issue in the context of evaluating digital resources, focusing on two approaches to evaluation: an HCI and an educational perspective. Squires and Preece's HCI evaluation model is a predictive model ‐ it helps teachers decide whether or not to use educational software ‐ whilst our own concern is in evaluating the use of learning technologies. It is suggested that in part the different approaches of the two communities relate to the different focus that each takes: in HCI the focus is typically on development and hence usability, whilst in education the concern is with the learner and teacher use

Challenges facing immediate tourism leveraging: evidence from the London 2012 Olympic Games

Models of event leveraging identify strategies that organisers can use to increase the benefits that sport events bring to host destinations. Amongst these, leveraging tourism benefits during the event is a frequently cited strategy by which organisers can bring more money into a destination. To date, little work has been conducted on leveraging immediate tourism benefits from mega sport events. In addressing this issue, we reflect and present findings related to previously identified event leveraging theories that are determined by tourists’ activities at a host destination. These are (a) enticing visitor spending and (b) lengthening visitor stay. The aim of this paper is to evaluate the use of such leveraging strategies during the London 2012 Olympic Games to increase event-related tourism. Results from 15 interviews with key stakeholders demonstrate that the effectiveness of these leveraging strategies can be limited by a number of challenges: (1) limited strategies to entice visitor spending (2) limited interest in tourism attractions (3) lack of location attractiveness (4) the displacement effect and (5) the impact of the wider economic environment. Key challenges and opportunities are detailed, a discussion on the implications for event leveraging is provided and potential areas for future research are outlined

Evidence-based Learning: Foundations

This chapter discusses some of the Computer Aided Learning (CAL) Research Group’s early work, focusing on our attempts to understand learners’ practices so that teaching could be adapted to meet learners’ needs. The chapter describes and discusses examples of CALRG research from the group’s early days to the start of the 2000s. One reason for doing this is to explore the extent to which there has been continuity in the group’s work over time. In the chapter we argue that the group’s motivation, aims, ethos and overall approach have remained similar during its forty-year existence. The chapter draws on the Beyond Prototypes framework, described in Chapter 1 of this book, to frame some of the discussion, in particular focusing on policy and environment. Analysis of the case studies that led to the development of the framework suggest that Technology Enhanced Learning (TEL) needs to be understood as a ‘complex’, made up of a series of elements that need to be considered together. The chapter also uses the three themes of the group’s first conference to provide an organising framework for the discussion. The three themes from that first conference are firstly, models of learning; secondly, methods for studying learning and thirdly, institutional research