A lattice representational definition of a hierarchy of instructional processors usable in educational courseware

The basic “recognize-act-recognize-end” cycle can be recognized in elementary as well as in more advanced forms of CAI. This article attempts to offer a unifying formal framework in which different elaborations of this cycle (embodied in a “processor”) can be placed. Three different levels of elaboration are distinguished which can be considered to be situated into the nodes of a lattice of models of the instructional process. A formal definition of such a framework can serve at least two functions. In the first place a uniform and precise definition of various elaborations can be given and new elaborations can be created in a logically funded way. Secondly, such a framework can support the modelling of instructional processes and the stimulation of student behavior. Thus, pre-testing of courseware could become feasible. Aspects of the framework have been used to implement two prototypes of support systems for the development of CAI courseware

Electronic Study Books and learning style

Attention has been drawn to the concepts of Electronic Books and Electronic Study Books. Several publications have discussed some main ideas (paradigms) for both concepts. For the Electronic Study Book as a learning environment, it is essential to consider individual modes of learning, usually termed 'learning styles'. It is argued that Electronic Study Books should be adaptable in accordance with personal learning styles. Some options will be presented to link 'styles' and 'books'. One such option is a Style Initiating Module which we are currently investigating

Hermeneutic single case efficacy design: A systematic review of published research and current standards

open4siThis article systematically reviews the methodological characteristics of Hermeneutic Single Case Efficacy Design (HSCED) studies published in peer-reviewed journals. HSCED provides researchers with a flexible and viable alternative to both between-groups and within-subject experimental designs. This article includes a description of the evolution of the methodology distinctive to HSCED; a discussion of results of HSCED studies considered within a framework of contemporary standards and guidelines for systematic case study research; a presentation of recommendations for key characteristics (e.g., diagnosis, hermeneutic analysis, adjudication procedure). Overall, the aim is provide researchers and reviewers with a resource for conducting and evaluating HSCED research. The results of a systematic review of 13 studies suggests that published HSCED research meets contemporary criteria for systematic case study research. Hermeneutic analysis and adjudication emerged as areas of HSCED practice characterized by a diversity of procedures. Although consensus exists along key dimensions of HSCED, there remains a need for further evaluation of adjudication procedures and reporting standards.openBenelli, Enrico; De Carlo, Alessandro; Biffi, Diana; Mcleod, JohnBenelli, Enrico; De Carlo, Alessandro; Biffi, Diana; Mcleod, Joh

On the enterprise modelling of an educational information infrastructure

In this report, we present the outcomes of exercising a design trajectory in respect of the modelling of an educational information infrastructure. The\ud infrastructure aims to support the organisation of teaching and learning activities, independently of any particular didactic policy. The design trajectory focuses on capturing invariant structures of relations between entities in educational organisation into Enterprise object models that underlie the design of the intended educational infrastructure.\ud An early-developed prototype of the infrastructure has emphasised the need for an Educational Model Space to determine the modelling and problem domain context apriori to modelling. In this space, educational requirements have been elaborated towards the Open Distributed Processing (ODP) Enterprise Viewpoint object models expressed in terms of the Unified Modelling Language (UML).\ud Recursive structures have been used to capture the dynamic needs of education. Furthermore, these structures are uniform for the planning, performance and evaluation activities of education. The Enterprise models developed can be used to derive the Information Viewpoint models and to further optimise the prototype of the infrastructure. In this work, we have managed to fruitfully combine educational and computer science modelling inputs by using ODP and UML as a bridge for this interdisciplinary collaboration

Building a new life in Australia: introducing the longitudinal study of humanitarian migrants

Introduces a study aimed to shed light on the settlement pathways and outcomes of newly arrived humanitarian migrants, focusing particularly on the factors that promote or hinder a successful transition. Introduction Building a New Life in Australia: The Longitudinal Study of Humanitarian Migrants is a newly initiated study that aims to better understand the factors that aid or hinder the successful settlement of humanitarian migrants in Australia, and to provide an evidence base to inform policy and program development. This ground-breaking longitudinal study will employ annual data collections over five years to trace the settlement journey of humanitarian migrants from their arrival in Australia through to their eligibility for citizenship. All study participants have received a permanent humanitarian visa enabling them to settle in Australia, granted either before their arrival in Australia as part of Australia\u27s refugee program, or since their arrival, through Australia\u27s asylum seeker humanitarian program. Study participants have come from a diverse range of backgrounds and a multitude of migration pathways. Three broad research questions guide the study: What are the settlement outcomes of humanitarian migrants? How are they faring in terms of their English language proficiency, housing circumstances, labour force participation, use of qualifications, income, physical and mental health, community engagement, citizenship and level of satisfaction with life in Australia? How does access to and use of government and non-government services and welfare benefits contribute to humanitarian migrants\u27 successful settlement? Do the settlement experiences and outcomes of humanitarian migrants vary according to the differing migration pathways taken? The Australian Institute of Family Studies (AIFS) has been commissioned by the Department of Immigration and Border Protection (DIBP) (formerly the Department of Immigration and Citizenship [DIAC]) to undertake and manage the project. Colmar Brunton Social Research, in conjunction with Multicultural Marketing and Management, is the fieldwork agency undertaking the data collection for the project. From April 2014, responsibility for the study moved from the DIBP to the Department of Social Services