Digital ethnography in higher education teaching and learning—a methodological review

To understand how the digitalization of higher education influences the inter-relationship between students, teachers, and their broader contexts, research must account for the social, cultural, political, and embodied aspects of teaching and learning in digital environments. Digital ethnography is a research method that can generate rich contextual knowledge of online experiences. However, how this methodology translates to higher education is less clear. In order to explore the opportunities that digital ethnography can provide in higher education research, this paper presents a methodological review of previous research, and discusses the implications for future practice. Through a systematic search of five research databases, we found 20 papers that report using digital ethnographies to explore teaching and learning in higher education. The review synthesizes and discusses how data collection, rigour, and ethics are handled in this body of research, with a focus on the specific methodological challenges that emerge when doing digital ethnographic research in a higher education setting. The review also identifies opportunities for improvement—especially related to participant observation from the student perspective, researcher reflexivity in relation to the dual teacher-researcher role, and increased diversity of data types. This leads us to conclude that higher education research, tasked with understanding an explosion of new digital practices, could benefit from a more rigorous and expanded use of digital ethnography

Erosion resistance of laser clad Ti-6Al-4V/WC composite for waterjet tooling

AbstractIn waterjet operations, milled surfaces are left with some undesirable dimensional artefacts, thus the use of abrasion resistant mask has been proposed to improve the surface quality of machined components. In this study, the erosion performance of laser clad Ti-6Al-4V/WC composite coating subjected to plain water jet (PWJ) and abrasive water jet (AWJ) impacts to evaluate its potentials for use as waterjet impact resistant mask material and coating on components was investigated. Results showed that composite with 76wt.% WC composition subjected to PWJ and AWJ impacts offered resistance to erosion up to 13 and 8 times that of wrought Ti-6Al-4V respectively. Scanning electron microscopy (SEM) examination of the eroded composite surfaces showed that the erosion mechanism under PWJ impacts is based on the formation of erosion pits, tunnels and deep cavities especially in the interface between the WC particles and the composite matrix owing to lateral outflow jetting and hydraulic penetration. Composite suffered ploughing of the composite matrix, lateral cracking and chipping of embedded WC particles and WC pull-out under AWJ impacts. The composite performance is attributed to the embedded WC particles and the uniformly distributed nano-sized reaction products (TiC and W) reinforcing the ductile β-Ti composite matrix, with its mean hardness enhanced to 6.1GPa. The capability of the Ti-6Al-4V/WC composite coating was demonstrated by effective replication of a pattern on a composite mask to an aluminium plate subjected to selective milling by PWJ with an overall depth of 344μm. Thus, composite cladding for tooling purpose would make it possible to enhance the lifetime of jigs and fixtures and promote rapid machining using the water jet technique

Feedback that works: a realist review of feedback interventions for written tasks

Despite feedback being considered important to learning, its potential is rarely fully realised. Promoting learning through feedback in open-ended written tasks (e.g. essays and reports) is a complex endeavour that requires students who are motivated to identify and utilise appropriate information. We set out to understand the mechanisms that enable feedback interventions to work, for whom and in what contexts. Using a realist review research methodology, 19,065 papers mentioning feedback in undergraduate courses were screened, 375 full-text papers were assessed for rigour and relevance, resulting in 58 papers for analysis. Self-determination theory was identified as a good fit for understanding what is required of feedback interventions to mobilise students to engage with the process. Findings indicate that the design of feedback processes in open-ended tasks needs to afford opportunities for students to have a sense of relatedness to their teacher, and perceptions of competence and autonomy. In addition, the role of emotion in mediating perceptions of competence needs to be considered. This review supports the use of feedback designs which include scaffolded tasks, dialogue, action plans and sequenced tasks. These designs promote students’ perceptions of relatedness, competence and autonomy, leading to motivation to engage in feedback, and thus improved performance

Soluble abrasives for waterjet machining

© 2014 Taylor & Francis Group, LLC. The addition of hard abrasives to the jet in waterjet machining can improve machining rate, however, embedding of particles in machined surfaces is a limitation, which results in reduced fatigue life, and limits the application of well adhered subsequent coatings to the surface. In this study, softer soluble abrasives were investigated as a potential solution. Soluble abrasives yielded a higher material removal rate compared to plain waterjet, although were not as effective as traditional hard abrasives. Soluble abrasives reduced grit embedment on all four workpiece materials. A post-machining surface cleaning operation demonstrated that any remaining soluble abrasive could be removed

The reflective learning continuum: reflecting on reflection

The importance of reflection to marketing educators is increasingly recognized. However, there is a lack of empirical research which considers reflection within the context of both the marketing and general business education literature. This paper describes the use of an instrument which can be used to measure four identified levels of a reflection hierarchy: habitual action, understanding, reflection and intensive reflection and two conditions for reflection: instructor to student interaction and student to student interaction. Further we demonstrate the importance of reflective learning in predicting graduates’ perception of program quality. Although the focus was on assessment of MBA level curricula, the findings have great importance to marketing education and educators

On the Lubricity and Comparative Life Cycle of Biobased Synthetic and Mineral Oil Emulsions in Machining Titanium Ti-6Al-4V at Low Cutting Speed

The paper discusses an instrumented tapping test method using a CNC machine tool to compare the lubricity of MWFs by cutting threads in a Ti-6Al-4V alloy at low speed. The method uses a spiral flute tap size typical of industrial practice. A soft synchronous tap holder and spindle mounted dynamometer were incorporated on the machine to measure torque and thrust force. The tapping test method was demonstrated on three groups of MWFs that were commercially available and classified by ASTM E2523-13:2018. The method developed stable results free of chip clogging in tool flutes which could otherwise mask their comparative lubricity. The fully synthetic (FS) group displayed the best lubricity and within this group the FS from renewables (FS-bio) was the best overall. The method was shown to be effective in mitigating biasing effects on lubricity performance due to the generous tool chamfer angle tolerance and was practical and economical to implement. The significance of the results is discussed enabling an understanding of friction effects in tapping using a soft synchronous tap holder. A life cycle assessment of each MWF group found total Greenhouse Gas emitted from the FS group was 17% of the hydrocarbon group whilst FS-bio emitted just 7%

Thinking strategically about assessment

Drawing upon the literature on strategy formulation in organisations, this paper argues for a focus on strategy as process. It relates this to the need to think strategically about assessment, a need engendered by resource pressures, developments in learning and the demands of external stakeholders. It is argued that in practice assessment strategies are often formed at the level of practice, but that this produces contradiction and confusion at higher levels. Such tensions cannot be managed away, but they can be reflected on and mitigated. The paper suggests a framework for the construction of assessment strategies at different levels of an institution. However, the main conclusion is that the process of constructing such strategies should be an opportunity for learning and reflection, rather than one of compliance

Co-constructing the assessment criteria for EFL writing by instructors and students: A participative approach to constructively aligning the CEFR, curricula, teaching and learning

The current assessment in language classrooms prevailingly utilizes the criteria provided by instructors, regarding learners as passive recipients of assessment. The current study drew upon sustainable assessment and the community of practice to highlight the importance of involving learners in co-constructing the assessment criteria and argued that using the criteria provided by instructors could lead to discrepancy between assessment, teaching, and learning. It adopted a participatory approach and investigated how to involve learners in co-constructing the assessment criteria with instructors in tertiary English writing instruction in China, based on the European Language Profile (ELP), an evolved version of the Common European Framework of Reference for Languages (CEFR). Two writing instructors and 146 tertiary students played different, yet interactive roles in adapting the assessment criteria in the local context. Instructors drafted the criteria in line with curricula, teaching, learning and learners. Learners utilized the draft criteria in a training session and suggested possible modifications to the criteria in a survey. Suggestions were used to revise the descriptors alongside teachers’ reflections via reflective logs. A follow-up survey explored students’ perceptions of the feasibility and usefulness of the modified descriptors to investigate the effectiveness of co-constructing the assessment criteria for learning and reveal further improvement if necessary. Vigilant decision-making processes were thickly described regarding how assessment descriptors were selected, arranged, and modified to constructively align them with curricula, teaching, and learning. Statistical and thematic analyses were conducted to examine the accessibility, feasibility, and usefulness of the assessment descriptors prior to and after the modifications. Results substantiated the effectiveness and thus the importance of co-constructing assessment criteria for enhancing the quality of assessment criteria and developing learners’ cognitive and metacognitive knowledge of writing and assessment. Implications for language tutors regarding co-constructing assessment criteria in local contexts were deliberated on at the end of the article

Soluble Abrasives for Waterjet Machining

This is an Accepted Manuscript of an article published by Taylor & Francis on 14th Aug 2014, available online: http://dx.doi.org/10.1080/10426914.2014.930949.© 2014 Taylor & Francis Group, LLC. The addition of hard abrasives to the jet in waterjet machining can improve machining rate, however, embedding of particles in machined surfaces is a limitation, which results in reduced fatigue life, and limits the application of well adhered subsequent coatings to the surface. In this study, softer soluble abrasives were investigated as a potential solution. Soluble abrasives yielded a higher material removal rate compared to plain waterjet, although were not as effective as traditional hard abrasives. Soluble abrasives reduced grit embedment on all four workpiece materials. A post-machining surface cleaning operation demonstrated that any remaining soluble abrasive could be removed