An agent system to support student teams working online

Online learning is now a reality, with distributed learning and blended learning becoming more widely used in Higher Education. Novel ways in which undergraduate and postgraduate learning material can be presented are being developed, and methods for helping students to learn online are needed, especially if we require them to collaborate with each other on learning activities. Agents to provide a supporting role for students have evolved from Artificial Intelligence research, and their strength lies in their ease of operation over networks as well as their ability to act in response to stimuli. In this paper an application of a software agent is described, aimed at supporting students working on team projects in the online learning environment. Online teamwork is problematical for a number of reasons, such as getting acquainted with team members, finding out about other team members’ abilities, agreeing who should do which tasks, communications between team members and keeping up to date with progress that has been made on the project. Software agents have the ability to monitor progress and to offer advice by operating in the background, acting autonomously when the need arises. An agent prototype has been developed in Prolog to perform a limited set of functions to support students. Team projects have a planning, doing and completing stage, all of which require them to have some sort of agent support. This agent at present supports part of the planning stage, by prompting the students to input their likes, dislikes and abilities for a selection of task areas defined for the project. The agent then allocates the various tasks to the students according to predetermined rules. The results of a trial carried out using teams working on projects, on campus, indicate that students like the idea of using this agent to help with allocating tasks. They also agreed that agent support of this type would probably be helpful to both students working on team projects with face to face contact, as well as for teams working solely online. Work is ongoing to add more functionality to the agent and to evaluate the agent more widely

Zakiya Whatley, Visiting Assistant Professor of Biology

In our last Next Page column of the year, Zakiya Whatley, Visiting Assistant Professor of Biology, provides a recommended read for any budding geneticist; shares which books she\u27s looking forward to reading next for her book group; and tells us what her students will be doing for class this Friday, April 24, 2015, in celebration of National DNA Day

Paperless assessment via VLE: the pros and the cons

The aim of this short paper is to share our experience of paperless assessment using the submission facility provided in the Blackboard Virtual Learning Environment (VLE). An important part of a tutor’s work is monitoring and assessing students’ work on modules of study, in order to measure progress and attainment. Assessment may be continuous throughout the module to help students progress by providing feedback on their learning, or it may be a final summative examination to measure attainment at the end of the module. Most modules make use of a combination of the two types of assessment. In the Research and Information Technology Skills (RITS) module in Salford Business School, we have endeavoured to use the Blackboard VLE to manage a portfolio of continuous assessment exercises and a final summative examination. This Level 1 module comprises activities to develop Information Communication Technology (ICT) and research skills, and is an important foundation for new students, both to encourage good study habits and to ensure that a minimum level of expertise in skills is achieved. Student numbers on this module were about 40 this year

Ground Rules in Team Projects: Findings from a Prototype System to Support Students

Student team project work in higher education is one of the best ways to develop team working skills at the same time as learning about the subject matter. As today’s students require the freedom to learn at times and places that better match their lifestyles, there is a need for any support for team project work to be also available online. Team working requires that the task roles as well as the maintenance roles are taken into consideration, in that social interactions are just as important as carrying out the tasks of the project. The literature indicates that groupware, whilst effective in supporting the task roles, provides limited support for the maintenance roles of team working in the work place. As groupware was not specifically designed for student team working, it provides limited support for maintenance roles in student team projects. Virtual learning environments similarly provide support for completing the task roles. Many researchers have found that students experience difficulties with their team project work that reduce the perceived benefits of working in a team. It is proposed that helping students to agree on ground rules at the start of a project will improve team cohesion. This paper describes the implementation and evaluation of a prototype system to help students to agree on ground rules as they start their team projects. The system was tested with teams of students carrying out information systems team projects, using an interpretive case study research approach. In this case the teams had the additional problem of being composed of students from across three years of their undergraduate degree programmes, so they did not always have prior knowledge of each other’s preferences. We were trying to establish how useful this software tool would be to these student teams, in starting their project work. The findings showed that some of the student teams did find the ground rules function useful, but the team leaders were the ones who most appreciated its potential. The students may use the outputs in very different ways, but even just looking at the ground rules appeared to get team members thinking about their expectations for team working. Student teams do not often start by thinking about norms, but this study shows a positive benefit of encouraging teams to agree on ground rules at the start of their projects

Mutations that Separate the Functions of the Proofreading Subunit of the Escherichia coli Replicase

The dnaQ gene of Escherichia coli encodes the Ɛ subunit of DNA polymerase III, which provides the 3\u27 - 5\u27 exonuclease proofreading activity of the replicative polymerase. Prior studies have shown that loss of Ɛ leads to high mutation frequency, partially constitutive SOS, and poor growth. In addition, a previous study from our laboratory identified dnaQ knockout mutants in a screen for mutants specifically defective in the SOS response after quinolone (nalidixic acid) treatment. To explain these results, we propose a model whereby, in addition to proofreading, Ɛ plays a distinct role in replisome disassembly and/or processing of stalled replication forks. To explore this model, we generated a pentapeptide insertion mutant library of the dnaQgene, along with site-directed mutants, and screened for separation of function mutants. We report the identification of separation of function mutants from this screen, showing that proofreading function can be uncoupled from SOS phenotypes (partially constitutive SOS and the nalidixic acid SOS defect). Surprisingly, the two SOS phenotypes also appear to be separable from each other. These findings support the hypothesis that Ɛ has additional roles aside from proofreading. Identification of these mutants, especially those with normal proofreading but SOS phenotype(s), also facilitates the study of the role of e in SOS processes without the confounding results of high mutator activity associated with dnaQ knockout mutants