Justice (Vol. 10, Iss. 5)

v.18:suppl. (1987

The feasibility of capturing learner interactions based on logs informed by eye-tracking and remote observation studies

Two small studies, one an eye-tracking study and the other a remote observation study, have been conducted to investigate ways to identify two kinds of online learner interactions: users flicking through the web pages in "browsing" action, and users engaging with the content of a page in "learning" action. The video data from four participants of the two small studies using the OpenLearn open educational resource materials offers some evidence for differentiating between 'browsing' and 'learning'. Further analysis of the data has considered possible ways of identifying similar browsing and learning actions based on automatic user logs. This research provides a specification for researching the pedagogical value of capturing and transforming logs of user interactions into external forms of representations. The paper examines the feasibility and challenge of capturing learner interactions giving examples of external representations such as sequence flow charts, timelines, and table of logs. The objective users information these represent offer potential for understanding user interactions both to aid design and improve feedback means that they should be given greater consideration alongside other more subjective ways to research user experience

Diboson Physics at the Tevatron

At the Fermilab Tevatron, the CDF and D0 detectors are being used to study diboson production in $p\bar{p}$ collisions at $\sqrt{s}=1.96$ TeV. We summarize recent measurements of the W$\gamma$, Z$\gamma$, and WW cross-sections and limits on WZ and ZZ production. Limits on anomalous trilinear gauge couplings are also presented.Comment: 4 pages, Talk presented at the XLIrst Rencontres de Moriond - QCD and High Energy Hadronic Interactions, La Thuile, Italy, 18-25 March 200

The effects of technology on making conjectures: linking multiple representations in learning iterations

Numerous studies have suggested that different technologies have different effects on students' learning of mathematics, particularly in facilitating students' graphing skills and preferences for representations. For example, there are claims that students who prefer algebraic representations can experience discomfort in learning mathematics concepts using computers (Weigand and Weller, 2001; Villarreal, 2000) whilst students using calculators preferred graphical representation (Keller and Hirsch, 1994). Although, arguably, the teaching of mathematics has traditionally centred more on procedural skills, it is possible that students' understandings, preferences and difficulties in relating different representations might be explained by analysing students' thought processes in terms of the making of conjectures. Within the topic of iteration, this study investigated how using graphical calculators, and PC-based graphing software changed A-level mathematics students' conjectures in relation to: 1) students' understanding of the concepts of iteration, and their discovery of the properties of particular iterations; 2) students' preferences for representations; and 3) the way the students express their conjectures. Students were observed tackling iteration questions using graphical calculators, and, later, graphing software. The students' written inferences were collected using two parallel worksheets and were subsequently analysed using a coding scheme developed based on previous studies in the literature, and focusing on students' conjectures as a unit of analysis. The investigation found similar results to those of previous studies in terms of graphing difficulty, linking different representations and preferences for representations. However, the results also hinted that the computer positively influences students' understanding of iteration and their movement between representations more than the graphical calculator; and this possibility requires further research

Linking multiple representations in exploring iterations: does change in technology change students' conjectures?

This study investigates changes in conjectures of four typical students when they are using different kinds of technologies, particularly in relation to their preferences for representations and the way they express their conjectures in understanding the concept and properties of iteration. The first stage of the research was conducted using pen and paper (PP) with graphical calculator (GC) in a classroom while the second stage used PP with graphical software (GS) in a laboratory. The findings suggest, with important caveats, that different technologies significantly influence the students' preferences for representations. Also, this study shows that students' conjectures can be an effective unit of analysis in researching students' understanding of iteration and preferences for representations

A Steady State Approach to a Network Externality Market With Switching Costs

We study duopoly pricing in the market for mobile phone service, which features network externalities, switching costs, and consumer heterogeneity. We introduce a steady state approach that enables a tractable analysis without endgame effects. The model can generate a variety of testable predictions, of which we focus on the comparative statics with respect to switching costs. Using data on the mobile phone service industries in 52 countries, we use the variation in market structure at the time switching costs were suddenly reduced by the regulatory imposition of mobile number portability (MNP). Firms that grew more rapidly prior to MNP respond to MNP by pricing more aggressively; firms facing large competitors respond less aggressively. Exploration of the model and its implications is an object of ongoing research

'There's more than meets the eye': analysing verbal protocols, gazes and sketches on external mathematical representations

When learners are asked to verbalise their thoughts about multiple mathematical representations, some researchers are left to analyse utterances based on video records of activity which may have ambiguous signifiers. They are also faced with post hoc analysis of paper-based worksheets, in which temporal order has to be guessed. In this paper, attempts to minimise such methodological problems by means of recent technologies such as eye-tracking, tablet PC screen capture, digital video cameras and the latest video analysis tools are illustrated in the context of a study of the effect of varying representational instantiations on learners' problem-solving strategies

An Equity-First Approach to Climate Adaptation

The Equity-First Approach to Climate Adaptation guidance document (Equity Guidance; document) serves as a general framework for local agency planners and transportation planning professionals. The Equity Guidance’s overall goal is to provide best practices for designing, planning, and implementing a climate adaptation process that supports equitable outcomes. This document identifies trends, assumptions, emerging practices, indicators, metrics, and implementation opportunities, that support and operationalize an equitable climate adaptation planning process.https://digital.sandiego.edu/npi-sdclimate/1018/thumbnail.jp

Summerbridge Case for Support

Summerbridge seeks to close the summer learning loss gap between low and high income students and encourage talented college students to consider a career in teaching. This is their case for support.https://digital.sandiego.edu/npi-bpl-fundraising/1006/thumbnail.jp

November 9, 1974 Football Program, UOP vs. San Diego State

https://scholarlycommons.pacific.edu/ua-football/1378/thumbnail.jp