Teaching and learning analogue electronics in undergraduate courses : preliminary findings from the ETL project

This paper describes ongoing research into the teaching and learning of analogue electronics in three course units at two research-intensive universities. It draws on students' experiences of teaching and learning in analogue course units to explore the nature of the learning they were undertaking and examines the teaching-learning activities they found most supportive of their studying

Cognitive Learning Styles and Digital Equity: Searching for the Middle Way

This research is driven by a desire to understand the lifelong learner in the context of styles of learning and the emerging implications of technology enhanced learning for digital equity. Recognizing cognitive learning styles is the first step educators need to take in order to be most effective in working with students of diversity and bridging across formal and informal settings. Learning environments as a characterising feature of learning styles have undergone unprecedented change over the past decade with learning environments now blending physical and virtual space. To support the increasing diversity of learners pedagogy has to be fair, culturally responsive, equitable and relevant to the ‘virtual generation’. This in turn will inform our understanding of the ‘middle way’ in recognising cognitive learning styles , associated cultural context, and the implications to digital pedagogy equity

Some problems with property ascription

We discuss the practice of property ascription in anthropology. While recognizing that it is an inevitable and often useful way to convey the knowledge that anthropologists have acquired through ethnographic fieldwork, we identify three of the most common ways in which ascription can be misleading. First, when a property is ascribed to a collective entity, but it is unevenly distributed among social sub-groupings; second, when an ascribed mental property is alleged to cause an individual's behaviour, but the property proves to be empirically unsupported; third, when a belief is ascribed to an individual, while another belief that effectively contradicts the first one is also entertained by that same individual. We review anthropological and psychological solutions to these problems

An Economic Approach to the Psychology of Change: Amnesia, Inertia, and Impulsiveness

This paper models how imperfect memory affects the optimal continuity of policies. We examine the choices of a player (individual or firm) who observes previous actions but cannot remember the rationale for these actions. In a stable environment, the player optimally responds to memory loss with excess inertia, defined as a higher probability of following old policies than would occur under full recall. In a volatile environment, the player can exhibit excess impulsiveness (i.e., be more prone to follow new information signals). The model provides a memory-loss explanation for some documented psychological biases, implies that inertia and organizational routines should be more important in stable environments than in volatile ones, and provides other empirical implications relating memory and environmental variables to the continuity of decisions