The MESSAGEix Integrated Assessment Model and the ix modeling platform (ixmp)

The MESSAGE Integrated Assessment Model (IAM) developed by IIASA has been a central tool of energy-environment-economy systems analysis in the global scientific and policy arena. It played a major role in the Assessment Reports of the Intergovernmental Panel on Climate Change (IPCC); it provided marker scenarios of the Representative Concentration Pathways (RCPs) and the Shared Socio-Economic Pathways (SSPs); and it underpinned the analysis of the Global Energy Assessment (GEA). Alas, to provide relevant analysis for current and future challenges, numerical models of human and earth systems need to support higher spatial and temporal resolution, facilitate integration of data sources and methodologies across disciplines, and become open and transparent regarding the underlying data, methods, and the scientific workflow. In this manuscript, we present the building blocks of a new framework for an integrated assessment modeling platform; the \ecosystem" comprises: i) an open-source GAMS implementation of the MESSAGE energy++ system model integrated with the MACRO economic model; ii) a Java/database backend for version-controlled data management, iii) interfaces for the scientific programming languages Python & R for efficient input data and results processing workflows; and iv) a web-browser-based user interface for model/scenario management and intuitive \drag-and-drop" visualization of results. The framework aims to facilitate the highest level of openness for scientific analysis, bridging the need for transparency with efficient data processing and powerful numerical solvers. The platform is geared towards easy integration of data sources and models across disciplines, spatial scales and temporal disaggregation levels. All tools apply best-practice in collaborative software development, and comprehensive documentation of all building blocks and scripts is generated directly from the GAMS equations and the Java/Python/R source code

Development of a Quantitative Instrument to Measure Mobile Collaborative Learning (MCL) Using WhatsApp: The Conceptual Steps

It has been reported that WhatsApp, a social media application, had approximately 1.6 billion active users globally as of July 2019, almost one-fifth of the total world’s population. Thus, research about WhatsApp’s influence in general and especially its influence in education was relevant and significant. While there was much research involving WhatsApp and learning, it was not conclusive about the effects of WhatsApp on student learning. Specifically, research focusing on collaborative learning using WhatsApp was lacking, including research instruments for measuring collaboration on WhatsApp. Consequently, the paper’s research problem was the lack of research instruments for measuring collaboration on WhatsApp in relation to academic achievement. To address the research problem, the study followed the important initial and conceptual steps of the instrument development process to develop a research instrument to measure collaboration on WhatsApp in relation to academic achievement. The result of the paper was a developed instrument that provides researchers with a basis to measure the explanatory constructs involved in mobile collaborative learning (MCL) processes on WhatsApp and potentially other social media platforms. Therefore, the paper made an appropriately theoretical contribution, which was grounded in the scientific literature. The study facilitated positivistic research and epistemology for acquiring objective and precise scientific knowledge. Such deductive research promotes theory testing and development and presents educators and students with scientific evidence about learning with MCL applications such as WhatsApp from which both curriculum and learning design can be informed and benefited. In the age of connected mobility this is a necessity.School of Computin

Using mobile devices to help high school students improve their oral presentation skills

Video review is a useful tool for formative assessment in higher education settings. However, not much is known about the impact of video review as a tool for bringing about better student outcomes in oral presentation in a school setting. This paper examines the effectiveness of using video review in student learning of English oral presentations in both in-class and out-of-class settings for Grade 11 Research Education students in a Singapore high school. Three conditions were: (a) in-class video review (n = 21), (b) out-of-class video review using mobile devices (n= 18), and (c) no video review (n = 19). We used both parametric and non-parametric analyses to determine whether inclass video review and out-of-class video review had an impact on student outcomes in terms of (a) fluency and clarity of speech, (b) audience awareness, (c) response to questions, and (d) effectiveness of group presentation. The findings indicate that having in-class video review of students’ presentations in English results in significantly higher scores for effectiveness of group presentation