10th Annual Summer Bible Lectures -- The City: Today\u27s Open Door (1967)

Program booklet for the tenth Annual Pepperdine Summer Lectureship, held at Pepperdine College in Los Angeles, California, August 10-12, 1967. The Pepperdine Bible Lectures is an annual event hosted by Pepperdine University featuring a wide variety of lectures and classes on topics and themes in the Bible and Christianity. Don Gardner, Vice President for Endowmentshttps://digitalcommons.pepperdine.edu/churches/1051/thumbnail.jp

24th Annual Spring Bible Lectureship -- Focus on Faith in Action (1967)

Program booklet for the 24th Annual Pepperdine Bible Lectures, held at Pepperdine College in Los Angeles, California, March 11-16, 1967. The Pepperdine Bible Lectures is an annual event hosted by Pepperdine University featuring a wide variety of lectures and classes on topics and themes in the Bible and Christianity. Don Gardner, Vice President for Endowmentshttps://digitalcommons.pepperdine.edu/churches/1050/thumbnail.jp

23rd Annual Spring Bible Lectureship -- Victorious Living Today (1966)

Program booklet for the 23rd Annual Pepperdine Bible Lectures, held at Pepperdine College in Los Angeles, California, March 14-17, 1966. The Pepperdine Bible Lectures is an annual event hosted by Pepperdine University featuring a wide variety of lectures and classes on topics and themes in the Bible and Christianity. Don Gardner, Vice President for Endowmentshttps://digitalcommons.pepperdine.edu/churches/1048/thumbnail.jp

A Design Methodology for Learning Analytics Information Systems: Informing Learning Analytics Development with Learning Design

The paper motivates, presents and demonstrates a methodology for developing and evaluating learning analytics information systems (LAIS) to support teachers as learning designers. In recent years, there has been increasing emphasis on the benefits of learning analytics to support learning and teaching. Learning analytics can inform and guide teachers in the iterative design process of improving pedagogical practices. This conceptual study proposed a design approach for learning analytics information systems which considered the alignment between learning analytics and learning design activities. The conceptualization incorporated features from both learning analytics, learning design, and design science frameworks. The proposed development approach allows for rapid development and implementation of learning analytics for teachers as designers. The study attempted to close the loop between learning analytics and learning design. In essence, this paper informs both teachers and education technologists about the interrelationship between learning design and learning analytics

Towards Ontology-Based Design Science Research for Knowledge Accumulation and Evolution

The potential of design science research (DSR) to contribute to real-world problems solving and innovation has been considered as an opportunity for IS researchers to demonstrate the relevance and significance of DSR paradigm. While most DSR studies have been informed on single design and development projects, future research needs to consider knowledge sharing and accumulation across multiple projects. This paper argues for combining the forces of design science research and ontology studies to foster knowledge creation and evolution. We propose a new approach to DSR by adopting ontology engineering as a knowledge sharing mechanism in which researchers assemble knowledge parts throughout the study. We develop a framework for understanding, conducting and evaluating ontology-based design science research, then present the roadmap and guidelines for its conduct and evaluation. This paper concludes with a call for a more collaborative endeavor to design studies in IS research

A MULTI-LAYERED TAXONOMY OF LEARNING ANALYTICS APPLICATIONS

Digital technologies have become immersed in education systems and the stakeholders have discovered a pervasive need to reform existing learning and teaching practices. Among the emerging educational digital technologies, learning analytics create a disruptive potential as it enables the power of educational decision support, real-time feedback and future prediction. Until today, the field of learning analytics is rapidly evolving, but still immature and especially low on ontological insights. Little guidance is available for educational designers and researchers when it comes to studies applied learning analytics as a method. Hence, this study offers a well-structured multi-layered taxonomy of learning analytics applications for deeper understanding of learning analytics

National Educators' Workshop: Update 1996

This document contains a collection of experiments presented and demonstrated at the National Educators' Workshop: Update 96, held at Los Alamos National Laboratory, Los Alamos, New Mexico on October 27-30, 1996. The experiments related to the nature and properties of engineering materials and provided information to assist in teaching about materials in the education community

A haptic-robotic platform for upper-limb reaching stroke therapy: Preliminary design and evaluation results

<p>Abstract</p> <p>Background</p> <p>It has been shown that intense training can significantly improve post-stroke upper-limb functionality. However, opportunities for stroke survivors to practice rehabilitation exercises can be limited because of the finite availability of therapists and equipment. This paper presents a haptic-enabled exercise platform intended to assist therapists and moderate-level stroke survivors perform upper-limb reaching motion therapy. This work extends on existing knowledge by presenting: 1) an anthropometrically-inspired design that maximizes elbow and shoulder range of motions during exercise; 2) an unobtrusive upper body postural sensing system; and 3) a vibratory elbow stimulation device to encourage muscle movement.</p> <p>Methods</p> <p>A multi-disciplinary team of professionals were involved in identifying the rehabilitation needs of stroke survivors incorporating these into a prototype device. The prototype system consisted of an exercise device, postural sensors, and a elbow stimulation to encourage the reaching movement. Eight experienced physical and occupational therapists participated in a pilot study exploring the usability of the prototype. Each therapist attended two sessions of one hour each to test and evaluate the proposed system. Feedback about the device was obtained through an administered questionnaire and combined with quantitative data.</p> <p>Results</p> <p>Seven of the nine questions regarding the haptic exercise device scored higher than 3.0 (somewhat good) out of 4.0 (good). The postural sensors detected 93 of 96 (97%) therapist-simulated abnormal postures and correctly ignored 90 of 96 (94%) of normal postures. The elbow stimulation device had a score lower than 2.5 (neutral) for all aspects that were surveyed, however the therapists felt the rehabilitation system was sufficient for use without the elbow stimulation device.</p> <p>Conclusion</p> <p>All eight therapists felt the exercise platform could be a good tool to use in upper-limb rehabilitation as the prototype was considered to be generally well designed and capable of delivering reaching task therapy. The next stage of this project is to proceed to clinical trials with stroke patients.</p