Evaluating Effects of Divided Hemispheric Processing on Word Recognition in Foveal and Extrafoveal Displays: The Evidence from Arabic

Background: Previous studies have claimed that a precise split at the vertical midline of each fovea causes all words to the left and right of fixation to project to the opposite, contralateral hemisphere, and this division in hemispheric processing has considerable consequences for foveal word recognition. However, research in this area is dominated by the use of stimuli from Latinate languages, which may induce specific effects on performance. Consequently, we report two experiments using stimuli from a fundamentally different, non-Latinate language (Arabic) that offers an alternative way of revealing effects of split-foveal processing, if they exist. Methods and Findings: Words (and pseudowords) were presented to the left or right of fixation, either close to fixation and entirely within foveal vision, or further from fixation and entirely within extrafoveal vision. Fixation location and stimulus presentations were carefully controlled using an eye-tracker linked to a fixation-contingent display. To assess word recognition, Experiment 1 used the Reicher-Wheeler task and Experiment 2 used the lexical decision task. Results: Performance in both experiments indicated a functional division in hemispheric processing for words in extrafoveal locations (in recognition accuracy in Experiment 1 and in reaction times and error rates in Experiment 2) but no such division for words in foveal locations. Conclusions: These findings from a non-Latinate language provide new evidence that although a functional division i

A next-generation liquid xenon observatory for dark matter and neutrino physics

The nature of dark matter and properties of neutrinos are among the most pressing issues in contemporary particle physics. The dual-phase xenon time-projection chamber is the leading technology to cover the available parameter space for weakly interacting massive particles, while featuring extensive sensitivity to many alternative dark matter candidates. These detectors can also study neutrinos through neutrinoless double-beta decay and through a variety of astrophysical sources. A next-generation xenon-based detector will therefore be a true multi-purpose observatory to significantly advance particle physics, nuclear physics, astrophysics, solar physics, and cosmology. This review article presents the science cases for such a detector

EDULEARN17 Proceedings

Background:Concept maps and knowledge maps have been used to promote meaningful learning by students. The traditional pen-and-paper approach to such maps requires manual grading that generates a heavy workload for time-poor educators. Current computer-based tools are unable to provide reliable feedback in a user-friendly online environment.Summary of Work:Our software, UNSW Knowledge Maps, is a cloud-based interactive knowledge mapping system. This system can be used to create, edit and share maps and students can receive automated graphical feedback in real-time. The system can be accessed without the installation of third party applications or plugins, increasing usability.Summary of Results:Preliminary studies indicate a high uptake by students enrolled in the Medicine program and Medical Science courses. With one group of students, our data demonstrates a significantly higher perception of understanding after using the maps. A second group of students show improved learning outcomes in a pre-test post-test study. Discussion:The trials conducted thus far demonstrate that UNSW Knowledge Maps is a readily accepted tool for concept and knowledge mapping by students. The native web-based interface enhances usability by lowering the barriers for uptake. Initial studies suggest that UNSW Knowledge Maps provides benefits for learning by medical students.Conclusions: Our preliminary data suggests that UNSW Knowledge Maps is a readily accepted and useful educational tool. We have also developed an assessment mode in which teachers can create activities with automated grading and feedback.Take-home Messages:UNSW Knowledge Maps is an online educational tool that fosters engagement in meaningful learning, critical thinking, and problem solving skills. While still in its early stages, we believe this tool could prove valuable for students in a variety of disciplines

Development of Online Science Practical Lesson Resources to Enhance Student Learning in Phases 1 and 2 Medicine at UNSW Australia.

The ‘Phase 1 Prac Project’ (P1PP) and ‘Phase 2 Prac Project’ (P2PP) were initiatives developed as part of the BEST Network (www.best.edu.au) to systematically develop online support materials for biomedical science practicals held in Phase 1 (Years 1 and 2) and Phase 2 (Years 3 and 4) Medicine. Systematic production of academic, peer-evaluated online practical elements (OPEs), focussed on learning bottlenecks and threshold concepts in these practicals, were produced using the Smart Sparrow Adaptive eLearning Platform (AeLP). The project delivered 42 re-useable, editable OPEs, tested by students and refined using available analytical data and academic peer review to ensure student satisfaction and content quality. These OPEs will benefit future blended learning activities offered to biomedical university students globally

Shared values and socio-cultural norms: E-learning technologies from a social practice perspective

From a perspective of social practice, learning is a socially constituted practice that is imbued with socio-culturally significant meanings and shaped by the values and norms shared within a community of learners. This focus group study examines the role of elearning technologies in mediating the social practice of learning among coursework university students in Sydney, Australia. Qualitative data from this study elucidated the social context and significant socio-cultural meanings that make learning technologies highly valued tools for students. Notably, students valued the interaction with others facilitated by learning technologies that enable the sharing and building of knowledge, because learning is most effective and engaging through community participation.Further, they articulated a desire for learning opportunities that are instantaneous, convenient and time-saving, against the backdrop of a busy and time-poor metropolitan lifestyle that requires the balancing of study with extracurricular activities and long commutes. Learning technologies are key enablers in a social structure that readilyengage individuals into the social system of learning. It is crucial that the design and implementation of e-learning is situated in an understanding of learning as a social practice and tailored to the significant values and norms associated with education and learning activities among its learners

Learning pathology using collaborative vs. individual annotation of whole slide images: a mixed methods trial

Background: Students in biomedical disciplines require understanding of normal and abnormal microscopic appearances of human tissues (histology and histopathology). For this purpose, practical classes in these disciplines typically use virtual microscopy, viewing digitised whole slide images in web browsers. To enhance engagement, tools have been developed to enable individual or collaborative annotation of whole slide images within web browsers. To date, there have been no studies that have critically compared the impact on learning of individualand collaborative annotations on whole slide images.Methods: Junior and senior students engaged in Pathology practical classes within Medical Science and Medicine programs participated in cross-over trials of individual and collaborative annotation activities. Students’ understanding of microscopic morphology was compared using timed online quizzes, while students’ perceptions of learning were evaluated using an online questionnaire.Results: For senior medical students, collaborative annotation of whole slide images was superior for understanding key microscopic features when compared to individual annotation; whilst being at least equivalentto individual annotation for junior medical science students. Across cohorts, students agreed that the annotation activities provided a user-friendly learning environment that met their flexible learning needs, improved efficiency, provided useful feedback, and helped them to set learning priorities. Importantly, these activities were also perceived to enhance motivation and improve understanding.Conclusion: Collaborative annotation improves understanding of microscopic morphology for students with sufficient background understanding of the discipline. These findings have implications for the deployment of annotation activities in biomedical curricula, and potentially for postgraduate training in Anatomical Pathology