Studies in a local labour market with special reference to pay and wastage.

Research was carried out into the structure of inter and intra plant standard weekly earnings and the labour wastage of workers in eight manual occupations employed by a sample of 20 manufacturing plants located in North West London covering the period Autumn 1969 to Spring 1975. Information on travel to work patterns and the accuracy of information concerning pay rates within the local labour market area was also investigated. The results have been compared with earlier studies into local labour markets in an attempt to clarify the degree of economic rationality that prevails in the earnings of manual workers. (Analysis of the travel to work patterns of a sub sample of these manual workers established the practical usefulness of the concept of the local labour market). Whilst a wide range of median standard hourly earnings was found for similar jobs, the coefficient of variation was appreciably lower than that found in earlier local labour market studies. Most of the 20 firms retained their general rank order in relation to each other over the period, and a common internal hierarchy of earnings by manual workers was displayed. During the period inter and intra occupational differentials decreased in a marked fashion. The labour turnover and completed length of service patterns of the manual workers showed wide variations as between firms, in line with earlier studies. However a significant differences between occupations was uncovered, which points to the importance of occupational analysis. In the case of certain manual occupations a statistically significant negative correlation was found to exist between variations in standard hourly earnings and labour turnover. Local unemployment levels appeared to exert little influence on labour wastage, but again some variation between occupations was discernable. Taken together these results indicate a more economically rational structure of earnings and labour mobility than had been found in earlier studies, but also suggest that the 20 firms together form a 'submarket' within the local labour market. These results also underline the importance of local labour studies in understanding pay structures and the phenomenon of labour wastage, and indicate a need for further research in this area

Assessing mobile mixed reality affordances as a comparative visualization pedagogy for design communication

Spatial visualisation skills and interpretation are critical in the design professions but are difficult for novice designers. There is growing evidence that mixed reality visualisation improves learner outcomes, but often these studies are focused on a single media representation and not on a comparison between media and the underpinning learning outcomes. Results from recent studies highlight the use of comparative visualisation pedagogy in design through learner reflective blogs and pilot studies with experts, but these studies are limited by expense and designs familiar to the learner. With increasing interest in mobile pedagogy, more assessment is required in understanding learner interpretation of comparative mobile mixed reality pedagogy. The aim of this study is to do this by evaluating insights from a first-year architectural design classroom through studying the impact and use of a range of mobile comparative visualisation technologies. Using a design-based research methodology and a usability framework for accessing comparative visualisation, this paper will study the complexities of spatial design in the built environment. Outcomes from the study highlight the positives of the approach but also the improvements required in the delivery of the visualisations to improve on the visibility and visual errors caused by the lack of mobile processing

Visualising mixed reality simulation for multiple users

Cowling, MA ORCiD: 0000-0003-1444-1563Blended reality seeks to encourage co-presence in the classroom, blending student experience across virtual and physical worlds. In a similar way, Mixed Reality, a continuum between virtual and real environments, is now allowing learners to work in both the physical and the digital world simultaneously, especially when combined with an immersive headset experience. This experience provides innovative new experiences for learning, but faces the challenge that most of these experiences are single user, leaving others outside the new environment. The question therefore becomes, how can a mixed reality simulation be experienced by multiple users, and how can we present that simulation effectively to users to create a true blended reality environment? This paper proposes a study that uses existing screen production research into the user and spectator to produce a mixed reality simulation suitable for multiple users. A research method using Design Based Research is also presented to assess the usability of the approach

Piloting mobile mixed reality simulation in paramedic distance education

New pedagogical methods delivered through mobile mixed reality (via a user-supplied mobile phone incorporating 3d printing and augmented reality) are becoming possible in distance education, shifting pedagogy from 2D images, words and videos to interactive simulations and immersive mobile skill training environments. This paper presents insights from the implementation and testing of a mobile mixed reality intervention in an Australian distance paramedic science classroom. The context of this mobile simulation study is skills acquisition in airways management focusing on direct laryngoscopy with foreign body removal. The intervention aims to assist distance education learners in practicing skills prior to attending mandatory residential schools and helps build a baseline equality between those students that study face to face and those at a distance. Outcomes from the pilot study showed improvements in several key performance indicators in the distance learners, but also demonstrated problems to overcome in the pedagogical method

Piloting Multimodal Learning Analytics using Mobile Mixed Reality in Health Education

© 2019 IEEE. Mobile mixed reality has been shown to increase higher achievement and lower cognitive load within spatial disciplines. However, traditional methods of assessment restrict examiners ability to holistically assess spatial understanding. Multimodal learning analytics seeks to investigate how combinations of data types such as spatial data and traditional assessment can be combined to better understand both the learner and learning environment. This paper explores the pedagogical possibilities of a smartphone enabled mixed reality multimodal learning analytics case study for health education, focused on learning the anatomy of the heart. The context for this study is the first loop of a design based research study exploring the acquisition and retention of knowledge by piloting the proposed system with practicing health experts. Outcomes from the pilot study showed engagement and enthusiasm of the method among the experts, but also demonstrated problems to overcome in the pedagogical method before deployment with learners

Framework to Enhance Teaching and Learning in System Analysis and Unified Modelling Language

Cowling, MA ORCiD: 0000-0003-1444-1563; Munoz Carpio, JC ORCiD: 0000-0003-0251-5510Systems Analysis modelling is considered foundational for Information and Communication Technology (ICT) students, with introductory and advanced units included in nearly all ICT and computer science degrees. Yet despite this, novice systems analysts (learners) find modelling and systems thinking quite difficult to learn and master. This makes the process of teaching the fundamentals frustrating and time intensive. This paper will discuss the foundational problems that learners face when learning Systems Analysis modelling. Through a systematic literature review, a framework will be proposed based on the key problems that novice learners experience. In this proposed framework, a sequence of activities has been developed to facilitate understanding of the requirements, solutions and incremental modelling. An example is provided illustrating how the framework could be used to incorporate visualization and gaming elements into a Systems Analysis classroom; therefore, improving motivation and learning. Through this work, a greater understanding of the approach to teaching modelling within the computer science classroom will be provided, as well as a framework to guide future teaching activities

Role of soft-iron impellers on the mode selection in the VKS dynamo experiment

A crucial point for the understanding of the von-K\'arm\'an-Sodium (VKS) dynamo experiment is the influence of soft-iron impellers. We present numerical simulations of a VKS-like dynamo with a localized permeability distribution that resembles the shape of the flow driving impellers. It is shown that the presence of soft-iron material essentially determines the dynamo process in the VKS experiment. % An axisymmetric magnetic field mode can be explained by the combined action of the soft-iron disk and a rather small $\alpha$-effect parametrizing the induction effects of unresolved small scale flow fluctuations