A comparison of animated versus static images in an instructional multimedia presentation

Sophisticated three-dimensional animation and video compositing software enables the creation of complex multimedia instructional movies. However, if the design of such presentations does not take account of cognitive load and multimedia theories, then their effectiveness as learning aids will be compromised. We investigated the use of animated images versus still images by creating two versions of a 4-min multimedia presentation on vascular neuroeffector transmission. One version comprised narration and animations, whereas the other animation comprised narration and still images. Fifty-four undergraduate students from level 3 pharmacology and physiology undergraduate degrees participated. Half of the students watched the full animation, and the other half watched the stills only. Students watched the presentation once and then answered a short essay question. Answers were coded and marked blind. The “animation” group scored 3.7 (SE: 0.4; out of 11), whereas the “stills” group scored 3.2 (SE: 0.5). The difference was not statistically significant. Further analysis of bonus marks, awarded for appropriate terminology use, detected a significant difference in one class (pharmacology) who scored 0.6 (SE: 0.2) versus 0.1 (SE: 0.1) for the animation versus stills group, respectively (P=0.04). However, when combined with the physiology group, the significance disappeared. Feedback from students was extremely positive and identified four main themes of interest. In conclusion, while increasing student satisfaction, we do not find strong evidence in favour of animated images over still images in this particular format. We also discuss the study design and offer suggestions for further investigations of this type

Systematic review of acute physically active learning and classroom movement breaks on children's physical activity, cognition, academic performance and classroom behaviour: understanding critical design features.

Objective: To examine the impact of acute classroom movement break (CMB) and physically active learning (PAL) interventions on physical activity (PA), cognition, academic performance and classroom behaviour. Design: Systematic review. Data sources: PubMed, EBSCO, Academic Search Complete, Education Resources Information Center, PsycINFO, SPORTDiscus, SCOPUS and Web of Science. Eligibility criteria for selecting studies: Studies investigating school-based acute bouts of CMB or PAL on (PA), cognition, academic performance and classroom behaviour. The Downs and Black checklist assessed risk of bias. Results: Ten PAL and eight CMB studies were identified from 2929 potentially relevant articles. Risk of bias scores ranged from 33% to 64.3%. Variation in study designs drove specific, but differing, outcomes. Three studies assessed PA using objective measures. Interventions replaced sedentary time with either light PA or moderate-to-vigorous PA dependent on design characteristics (mode, duration and intensity). Only one study factored individual PA outcomes into analyses. Classroom behaviour improved after longer moderate-to-vigorous (>10 min), or shorter more intense (5 min), CMB/PAL bouts (9 out of 11 interventions). There was no support for enhanced cognition or academic performance due to limited repeated studies. Conclusion: Low-to-medium quality designs predominate in investigations of the acute impacts of CMB and PAL on PA, cognition, academic performance and classroom behaviour. Variable quality in experimental designs, outcome measures and intervention characteristics impact outcomes making conclusions problematic. CMB and PAL increased PA and enhanced time on task. To improve confidence in study outcomes, future investigations should combine examples of good practice observed in current studies. PROSPERO registration number: CRD42017070981

Mapping for the future: Business intelligence tool to map regional housing stock

The amount of data available and the lack of data integration represent an increasing challenge to effective planning for government agencies. Integration of data from multiple sources has the potential to enable a user to draw valuable insights, which can be used to enhance service targeting and delivery, and to improve program evaluation. In recognition of the need to improve data integration the University of Wollongong and the NSW Office of Environment and Heritage (OEH) partnered to create an integrated housing stock database for the Illawarra region. The database serves as the backbone for an online and interactive Housing Stock Mapping Dashboard (HSMD). It assembled multilevel granular information (including at the Statistical Area Level 1 (SA1) and Local Government Area (LGA) level) collected from multiple historical programs by multiple agencies. This centralised, integrated data repository can help agencies understand the existing housing stock, and improve access to information to support evidence-based policy. This paper presents a model of how data can be integrated from multiple agencies to provide an online collaboration platform. The platform, HSMD, was designed to demonstrate to government, industry, and the research community the opportunity of data integration and advanced analytics. Potential applications of the HSMD include characterisation of the existing housing stock according to a range of building attributes, for instance the presence of ceiling insulation or rainwater tanks. Comparison of these attributes with energy consumption data can indicate the influence of the attribute, or the impact of a specific intervention. This can help policy makers understand uptake and penetration of previous rebate schemes

The Early Career Framework – A Guide for Implementation

This guide has been developed from findings from the Early Career Teacher Support pilot evaluation (Hardman et al., 2020), funded by the Education Endowment Foundation (EEF). It is one of three guides intended to summarise the key messages from the evaluation and provide strategic and practical suggestions that can inform planning to support the development of Early Career Teachers (ECTs) in schools. The guidance is applicable to all school contexts and is not specific to particular programmes of support. The Early Career Framework (ECF) has been introduced in some parts of England from September 2020 and will be rolled out nationally in September 2021 along with guidance to support participating Early Career Teachers and mentors. Stemming from the Recruitment and Retention Strategy (DfE, 2019) the ECF seeks to ensure that all teachers in England receive high quality support in the first two years of their career. During 2019-20 the Centre for Teachers and Teaching Research at UCL Institute of Education undertook an evaluation of three pilot programmes which were designed to test different ways of supporting Early Career Teachers and their mentors. We worked with the Chartered College of Teaching, Ambition Institute and The Education Endowment Foundation as well as 98 schools (both primary and secondary) to evaluate the impact of these pilot programmes. Following the pilot which we evaluated, the DfE selected four suppliers to develop freely available resources for schools to use. This included a separate team from UCL Institute of Education. We shared our initial findings with these suppliers to inform their materials. From 2021 there will be six suppliers, including UCL Institute of Education, offering programmes based on one of these four initial programmes. Schools now have three options around how they implement the ECF. The guidance in this document is relevant to all three options

The Early Career Framework – A Guide for Mentors and Early Career Teachers

This guide has been developed from findings from the Early Career Teacher Support pilot evaluation (Hardman et al., 2020), funded by the Education Endowment Foundation (EEF). It is one of three guides intended to summarise the key messages from the evaluation and provide strategic and practical suggestions that can inform planning to support the development of Early Career Teachers (ECTs) in schools. The guidance is applicable to all school contexts and is not specific to particular programmes of support. The Early Career Framework (ECF) has been introduced in some parts of England from September 2020 and will be rolled out nationally in September 2021 along with guidance to support participating Early Career Teachers and mentors. Stemming from the Recruitment and Retention Strategy (DfE, 2019) the ECF seeks to ensure that all teachers in England receive high quality support in the first two years of their career. During 2019-20 the Centre for Teachers and Teaching Research at UCL Institute of Education undertook an evaluation of three pilot programmes which were designed to test different ways of supporting Early Career Teachers and their mentors. We worked with the Chartered College of Teaching, Ambition Institute and The Education Endowment Foundation as well as 98 schools (both primary and secondary) to evaluate the impact of these pilot programmes. Following the pilot which we evaluated, the DfE selected four suppliers to develop freely available resources for schools to use. This included a separate team from UCL Institute of Education. We shared our initial findings with these suppliers to inform their materials. From 2021 there will be six suppliers, including UCL Institute of Education, offering programmes based on one of these four initial programmes. Schools now have three options around how they implement the ECF. The guidance in this document is relevant to all three options

The Early Career Framework – A Guide for School Leaders and Induction Leads

This guide has been developed from findings from the Early Career Teacher Support pilot evaluation (Hardman et al., 2020), funded by the Education Endowment Foundation (EEF). It is one of three guides intended to summarise the key messages from the evaluation and provide strategic and practical suggestions that can inform planning to support the development of Early Career Teachers (ECTs) in schools. The guidance is applicable to all school contexts and is not specific to particular programmes of support. The Early Career Framework (ECF) has been introduced in some parts of England from September 2020 and will be rolled out nationally in September 2021 along with guidance to support participating Early Career Teachers and mentors. Stemming from the Recruitment and Retention Strategy (DfE, 2019) the ECF seeks to ensure that all teachers in England receive high quality support in the first two years of their career. During 2019-20 the Centre for Teachers and Teaching Research at UCL Institute of Education undertook an evaluation of three pilot programmes which were designed to test different ways of supporting Early Career Teachers and their mentors. We worked with the Chartered College of Teaching, Ambition Institute and The Education Endowment Foundation as well as 98 schools (both primary and secondary) to evaluate the impact of these pilot programmes. Following the pilot which we evaluated, the DfE selected four suppliers to develop freely available resources for schools to use. This included a separate team from UCL Institute of Education. We shared our initial findings with these suppliers to inform their materials. From 2021 there will be six suppliers, including UCL Institute of Education, offering programmes based on one of these four initial programmes. Schools now have three options around how they implement the ECF. The guidance in this document is relevant to all three options

Using microscope image-based computer generated 3D animations in teaching physiology

Introduction: Conventional methods of teaching physiology may not stimulate students experienced in high performance 3D graphics and virtual worlds. Should we make more use of Computer Generated Images (CGI) in teaching difficult (threshold) concepts? Existing animations of physiological processes are mostly artist’s impressions. Using sophisticated microscopes, 3D models of tissue and cellular structure can be built which are accurate to within 0.3μm. These can be used as ‘scenes’ for 3D-animations, thus generating a potentially powerful teaching aid. The challenge is to make better use of our huge archive of 3D image (research) data and incorporate it, as 3D animations, within our teaching. However, for 3D-animations to facilitate learning, care must be taken in their construction and design, to focus on the intended learning outcomes, and to avoid generating or reinforcing misconceptions. In this study we have considered multi-level learning (Johnstone 1991) and cognitive load (Pass et al. 2003) as crucial components in the animation design process. In this first stage, we have assessed the 3D spatial ability of a group of Life Science (University of Glasgow, GU) and Medical Visualisation (Digital Design Studio, DDS) students and aim to use the results to guide the cognitive loading of complex 3D animations . Here we present the progress of the 1st two stages of the project; animation design and cognitive testing

Infrared cut-off proposal for the Holographic density

We propose an infrared cut-off for the holographic the dark-energy, which besides the square of the Hubble scale also contains the time derivative of the Hubble scale. This avoids the problem of causality which appears using the event horizon area as the cut-off, and solves the coincidence problem.Comment: 9 pages, 2 figures, to appear in Phys. Lett.