Are Domain Walls ruled out ?

Recent analysis of the combined data of cosmic microwave background, galaxy clustering and supernovae type Ia observations have set strong constraints on the equation of state parameter $w_X$. The upper bound $w_X < -0.82$ at 95% c.l. rules out an important class of models, the domain walls ($-2/3 < w_X < -1/3$). Here we revisit the issue of domain walls as a possible alternative to the standard $\Lambda$-CDM model by questioning the assumptions made in the choice of priors of the data analysis. The results of our investigation show that domain walls can provide a good fit to the WMAP data for a different choice of priors with ``lower'' values of the Hubble parameter ($h<0.65$), (as indicated by Sunyaev-Zeldovich and time delays for gravitational lensing observations), and ``higher'' values of the matter density ($\Omega_m > 0.35$), (in agreement with recent measurements of the temperature-luminosity relation of distant clusters observed with the XMM-Newton satellite). In this new perspective, their existence would lead to important implications for the CMB constraints on cosmological and inflationary parameters.Comment: 6 pages, 6 figure

Developing generic skills for tertiary students in an online learning environment

Increasingly, higher education institutions are being asked by industry, government and funding bodies to produce graduates with versatile generic skills as well as subject knowledge and expertise. This is causing a major reappraisal of higher education institutions purpose, learning outcomes and research activities. Many institutions are experiencing problems in implementing effective teaching and learning strategies to promote the development of these skills. The study sought to investigate ways of developing students\u27 generic skills through the design and implementation of a learning environment that incorporated three key learning principles - authenticity, self-regulation and reflection. These were integrated into a course design methodology that focused on creating appropriate learning tasks for the given course objectives. The development of learning resources and supports was considered only after key learning tasks had been established for the given context. Using this instructional strategy, a learning environment was created using both face-to- face and online delivery, and tested with a class of final year higher education students. Eleven generic skills were identified as being important for these students. These included - time management, learning-to-learn, self-assessment, leadership, collaboration, communication, peer-assessment, research, analysis/ synthesis, problem solving and task management. A range of data was collected and analysed by triangulating various qualitative and quantitative research methodologies that provided a rich representation of how the students engaged with the learning activities. Results showed that the design of the learning environment was effective in promoting the development of these generic skills, and that the authentic activities were instrumental in motivating students. Once motivated, students then actively engaged with self-directed and reflective activities, which helped construct knowledge and promote generic skill development. The major implication of the study is that generic skill development and deep approaches to learning can be achieved without having to take extra time to specifically teach these skills. Developing generic skills becomes a natural consequence of students actively engaging with learning tasks that are authentic, student-centred and reflective. Using this approach to teaching and learning, course coordinators need to consider which generic skills should be targeted at different year levels to cover the necessary skills

Reflections on an Embedded Librarianship Approach: The Challenge of Developing Disciplinary Expertise in a New Subject Area

Embedded librarianship has emerged as a user-centred approach to academic library services, requiring an in-depth understanding of the education and research priorities of students and staff. User-centred approaches require the development of disciplinary expertise and engagement with the research culture of a particular subject area. This paper details the author’s experiences in situating his practice within the discipline of pharmacy and discusses some of the challenges around the scale and sustainability of such specialised support. Regardless of the extent to which a librarian is ‘embedded’, they must see themselves as learners, too, as they develop their understanding of the disciplines they support through an ongoing process of experiencing, reflecting, conceptualising and testing in their practice

An e-learning solution to creating work-related skills and competencies for the knowledge-based economy

This case study presents a description of Web-based tertiary unit of study developed in collaboration with employer, industry and university stakeholders with a view to fostering skills in interactive multimedia and project management. The course utilised a range of learning approaches, including peer teaching and integrated assessment in which participants provided feedback to colleagues. The paper also discusses how electronic communications and Apple-based technologies can be used effectively to create environments for professional learning. The intention is to describe the design of the learning environment, the curriculum approach adopted, the types of learning activities and assessment tasks that were designed to foster workrelated skills

Online Student Contracts to Promote Metacognitive Development

Knowing about one’s own cognitive ability, and how best to use this ability in understanding new educational content, solving problems and making effective decisions is one of the holy grails of education! Metacognition is widely perceived as being integral to effective learning and much literature and research has been devoted to this area. However online learning environments that effectively support the development of students’ metacognition are rare and difficult to develop. This paper describes one component (the student contract) of an online learning environment designed to support the development of metacognition through a cycle of planning, monitoring and evaluation. Students firstly complete a self assessment questionnaire that helps expose their preferences and orientations; this forms the basis of the student contract. The design and logic of the student contract is outlined, with an overview of the complete strategy being used to help promote metacogniton

Online metacognitive tool development: Final development

The authors of this paper have been developing an online metacognitive tool over the past four years through a process of iterative design and development stages using Design-Based research. Based on feedback from students, tutors and peers, the application has now been finally developed and is available for public download. The application helps students working in teams reflect on their learning strategies through a process of planning, monitoring and evaluation, and allows students to reflect on their performance

Assessing student\u27s self-regulatory skills

Students’ ability to use self-regulatory learning skills is becoming increasingly important with the advent of web-based learning. Online courses delivered through the Web require students to take more ownership over how and when learning takes place, rather than tutors and lecturers making these decisions. This comes at a time when higher education institutions have increasing pressure to develop students’ life long learning and generic skills from both employers and funding authorities. In this paper we will investigate a conceptual framework for identifying students’ self-regulatory skills and consider a testing instrument to identify students strengths and weaknesses. The instrument can be administered online, from which a full analysis of the results is immediately returned to both student and tutor. From the 77 items used, a subset of these are selected and mapped to the six dimensions defined in the conceptual framework. The conceptual framework and associated questions related to each of the defined dimensions, provides a quick and convenient tool for assessing students’ self-regulatory skills. This mapping can help educators provide assessment and timely feedback to students at a time when there is a pronounced emphasis in higher education to provide skills and competencies that can be transferred to the workplace

Does emotional intelligence affect successful teamwork?

There is a growing emphasis in tertiary education that students should develop professional skills as part of their education. Skills such as problem solving, communication, collaboration, interpersonal skills, social skills and time management are actively being targeted by prospective employers as essential requirements for employability especially in team environments. Of these, employment authorities consistently mention collaboration and teamwork as being a critical skill, essential in almost all working environments. How then can students successfully practice teamwork skills in tertiary institutions in order to develop these skills? In this study, a group of final year multimedia students were investigated while completing a project-based unit, in which teamwork was an essential ingredient, couched in an authentic context. Student teams were required to develop web sites for “real” clients; with teamwork processes supported with on-line tools to monitor progress and contributions. At the end of the semester, successful and unsuccessful teams (in terms of collaboration and teamwork) were interviewed and surveyed to determine essential factors that promoted success. A framework was developed from the literature based on students’ Emotional Intelligence, and propensity to engage in collaborative teamwork. It was found that there was a strong correspondence between students’ Emotional Intelligence and team harmony