Promoting autonomous learners in technology education

This study incorporates action research methodology and focuses on the promotion of autonomous learners in technology education. A self examination of one teacher's attempt to involve students in the direction of their education is conducted to encourage change in student performance. This research enhances praxis knowledge, facilitating changes in pedagogical approaches through an evolving theoretical/practical base. The study incorporates views of researchers and philosophers, and is closely aligned with research into teachers' promotion of autonomy in institutional settings. Current literature focuses on classroom strategies, problems solving techniques, teacher influence and autonomous learner characteristics. Institutional constraints, teacher attitudes, and learners pre-existing concepts and beliefs are dealt with as limitations. This research captures the pedagogical practices of a teacher/researcher's work with grade nine and ten students in the context of technology education. Methods of data collection and analysis employ standards of observation, reflection and collaboration through journal writing over a fourteen month period. Collaboration with a critical colleague and an academic researcher maintain validity in recognizing changes in teacher action and student performance over time. Through the duration of the study, students are perceived to develop self confidence, self directed and self reliant attitudes, indicative of learner autonomy. Students demonstrate greater enthusiasm, more drive and determination, and reveal growth in their ability to welcome risks and manage tasks. The data analysis suggests three fundamental themes for developing personal skills in students and draws on a problem solving model as a practical vehicle for developing learner autonomy. Firstly, students are encouraged to gradually take charge of their learning, developing personal responsibility. Secondly, independent thinking is promoted, providing opportunities for students to learn, make decisions, and identify and solve problems on their own. Thirdly, students are encouraged to make personal connections with their work, stimulating intrinsic motivation. Finally, a problem solving model is incorporated as a vehicle for addressing these three elements of personal development. Educational priorities focus on educating students first as life long learners and providing subject material second as vehicles for addressing personal development. As research specific to technology education is limited, this study attempts to stimulate further research into pedagogical practice, classroom techniques and teacher preparation for addressing learner autonomy in the classroom. Continuous examination will inform academics, researchers and teachers, establishing the development of learner autonomy as a viable pedagogy for improving student performance.Education, Faculty ofCurriculum and Pedagogy (EDCP), Department ofGraduat

TrueSight [portable laser mapping device]

TrueSight, by Absolute Vision Systems, is a real time laser mapping system intended to enhance and supplement human vision in low visibility environments. TrueSight is a helmet-mounted device which grabs IR depth data and projects this information into the user\u27s field of view in real time. Our goal at Absolute Vision Systems is to create a unique visual system which is a robust and simple-to-use solution for emergency response teams. TrueSight improves efficiency for first responders in low visibility environments while simultaneously reducing the risk they take

NO EFFECT OF KETOSIS AND DEHYDRATION ON BORG RATING OF PERCEIVED EXERTION DURING A 50 KM MOUNTAIN ULTRA-MARATHON

PURPOSE: The purpose of this study was to assess if runners who produced ketones and were dehydrated gave greater Borg Ratings of Perceived Exertion (BRPE) during a 50 km mountain ultra-marathon. HYPOTHESIS: It was hypothesized that the increase of BPRE would be greater in the ketone production group as compared to non-ketone producing group. METHODS: Sixteen healthy adults volunteered for this study. Their average age was 44.1+9.4 y (mean±SD), height 1.8+0.1 m, body mass 72.5+9.2 kg, BMI 23.0+2.6 kg•m-2. The office of research ethics at SFU approved the study and each volunteer gave a signed consent prior to participation. Each volunteer provided a pre-race urine sample and BRPE (unit less), then completed a 50 km mountain ultra-marathon, with 3 additional BRPE assessments during the race, and then gave a post-race urine sample and a final BRPE. Qualitative and semi-qualitative urine stripes were used to determine ketone presence in urine samples and urine specific gravity was measured with urinometer. A mixed model ANOVA was employed with the main effects of Distance (0%, 25%, 50%, 75% and 100% of 50 km) and Ketosis State (Ketone Producing and Non-Ketone Producing). The P-value was set at 0.05. RESULTS: Six participants were found to produce ketones in post-race urine samples and were dehydrated with a post-race urine specific gravity of 1.031. Ten participants were found to not produce ketones with a post-race urine specific gravity of 1.019. There was a significant difference in urine specific gravity between the ketone and non-ketone producing group (p\u3c0.05). There was a significant main effect of Distance (F=6.2, p\u3c0.01) on BRPE but no main effect of Ketosis State nor an interaction (F=1.8, p=0.20) between Distance and Ketosis State. The mean BRPE across groups (n=16) ranged from 7.0±1.2 at the start to 15.1±4.4 at the end of the race. CONCLUSION: These preliminary results suggest factors other than ketone production and the associated dehydration cause a rise in BPRE during the course of a mountain ultra-marathon. Supported by the Natural Sciences and Engineering Research Council of Canada and The Canadian Foundation for Innovatio