Pedagogically informed metadata content and structure for learning and teaching

In order to be able to search, compare, gap analyse, recommend, and visualise learning objects, learning resources, or teaching assets, the metadata structure and content must be able to support pedagogically informed reasoning, inference, and machine processing over the knowledge representations. In this paper, we present the difficulties with current metadata standards in education: Dublin Core educational version and IEEELOM, using examples drawn from the areas of e-learning, institutional admissions, and learners seeking courses. The paper suggests expanded metadata components based on an e-learning system engineering model to support pedagogically informed interoperability. We illustrate some examples of the metadata relevant to competency in the nurse training domain

Transforming a competency model to assessment items

The problem of comparing and matching different learners’ knowledge arises when assessment systems use a one-dimensional numerical value to represent “knowledge level”. Such assessment systems may measure inconsistently because they estimate this level differently and inadequately. The multi-dimensional competency model called COMpetence-Based learner knowledge for personalized Assessment (COMBA) is being developed to represent a learner’s knowledge in a multi-dimensional vector space. The heart of this model is to treat knowledge, not as possession, but as a contextualized space of capability either actual or potential. The paper discusses the automatic generation of an assessment from the COMBA competency model as a “guideon- the–side”

An evaluation of pedagogically informed parameterised questions for self assessment

Self-assessment is a crucial component of learning. Learners can learn by asking themselves questions and attempting to answer them. However, creating effective questions is time-consuming because it may require considerable resources and the skill of critical thinking. Questions need careful construction to accurately represent the intended learning outcome and the subject matter involved. There are very few systems currently available which generate questions automatically, and these are confined to specific domains. This paper presents a system for automatically generating questions from a competency framework, based on a sound pedagogical and technological approach. This makes it possible to guide learners in developing questions for themselves, and to provide authoring templates which speed the creation of new questions for self-assessment. This novel design and implementation involves an ontological database that represents the intended learning outcome to be assessed across a number of dimensions, including level of cognitive ability and subject matter. The system generates a list of all the questions that are possible from a given learning outcome, which may then be used to test for understanding, and so could determine the degree to which learners actually acquire the desired knowledge. The way in which the system has been designed and evaluated is discussed, along with its educational benefits

Transforming a competency model to assessment items

The problem of comparing and matching different learners’ knowledge arises when assessment systems use a one-dimensional numerical value to represent “knowledge level”. Such assessment systems may measure inconsistently because they estimate this level differently and inadequately. The multi-dimensional competency model called COMpetence-Based learner knowledge for personalized Assessment (COMBA) is being developed to represent a learner’s knowledge in a multi-dimensional vector space. The heart of this model is to treat knowledge, not as possession, but as a contextualized space of capability either actual or potential. The paper discusses the automatic generation of an assessment from the COMBA competency model as a “guide-on-the–side”

Towards a competency model for adaptive assessment to support lifelong learning

Adaptive assessment provides efficient and personalised routes to establishing the proficiencies of learners. We can envisage a future in which learners are able to maintain and expose their competency profile to multiple services, throughout their life, which will use the competency information in the model to personalise assessment. Current competency standards tend to over simplify the representation of competency and the knowledge domain. This paper presents a competency model for evaluating learned capability by considering achieved competencies to support adaptive assessment for lifelong learning. This model provides a multidimensional view of competencies and provides for interoperability between systems as the learner progresses through life. The proposed competency model is being developed and implemented in the JISC-funded Placement Learning and Assessment Toolkit (mPLAT) project at the University of Southampton. This project which takes a Service-Oriented approach will contribute to the JISC community by adding mobile assessment tools to the E-framework

Interactivity within IMS Learning Design and Question and Test Interoperability

We examine the integration of IMS Question and Test Interoperability (QTI) and IMS Learning Design (LD) in implementations of E-learning from both pedagogical and technological points of view. We propose the use of interactivity as a parameter to evaluate the quality of assessment and E-learning, and assess various cases of individual and group study for their interactivity, ease of coding, flexibility, and reusability. We conclude that presenting assessments using IMS QTI provides flexibility and reusability within an IMS LD Unit Of Learning (UOL) for individual study. For group study, however, the use of QTI items may involve coding difficulties if group members need to wait for their feedback until all students have attempted a question, and QTI items may not be able to be used at all if the QTI services are implemented within a service-oriented architecture

Distribution of virulence genes involved in biofilm formation in multi-drug resistant Acinetobacter baumannii clinical isolates

Acinetobacter baumannii is an opportunistic bacterial pathogen that is the major cause of hospital-acquired infections. It has been shown that A. baumannii with high biofilm formation increases the risk of acquiring infection. In this study, the prevalence of virulence genes involved in biofilm formation was determined in 225 A. baumannii clinical isolates from three hospitals in Thailand. Most of the isolates were multidrug-resistant A. baumannii strains (86.2%). Among all isolates, 76.9% (173/225) showed biofilm formation ability. The association between biofilm forming ability and gentamicin resistance was found (P < 0.05). The presence of virulence genes, epsA, bap, ompA, bfmS and blaPER-1 genes, was investigated by PCR. The prevalence of ompA, bfmS, bap, blaPER-1 and epsA genes among the isolated strains was 84.4%, 84%, 48%, 30.2%, respectively. Biofilm formation related genes, ompA and bap were associated with multidrug-resistant A. baumannii strains. The result of this study revealed that a high prevalence of biofilm-forming phenotypes among A. baumannii strains obtained from different hospitals. Effective strategies to prevent infection due to A. baumannii that produce biofilms are therefore needed. [Int Microbiol 19(2):121-129 (2016)]Keywords: Acinetobacter baumannii · biofilms · virulence gene

ISAN KHAEN: KNOWLEDGE MANAGEMENT FOR TRANSMITTING ART AND CULTURE

This participatory action research aimed to study the Khaen culture, an ancient culture existing until the present time. The objectives of this study were to (1) study the development of the Khaen and its relationship in Isan cultural ways and (2) investigate knowledge management regarding the Khaen as a form of Isan culture. Data from documents and fieldwork were analyzed and presented by means of descriptive analysis. The results are as follows. (1) The Khaen is an instrument existing along the Mekong River basin culture, especially among Thai-Lao ethnic groups. The playing styles have been adapted according to the culture of each era. (2) Regarding knowledge management, the number of the Khaen makers in the studied area has reduced to only four, which is in risk of disappearance. Meanwhile, there are new generations of want to learn Khaen players, but they need to improve their skills. Both the Khaen-making group and the Khaen-playing group, after participating in this project, realize the Khaen’s value and collaborate in systematically keeping teaching and learning to transfer the knowledge and wisdom concerning the Khaen culture. From the activities arranged for the participants, the researchers have compiled sets of knowledge regarding making and playing the Khaen and returned them to the community. In conclusion, the knowledge management concerning the art of making and playing the Khaen helps to transmit these forms of local art and culture to the new generations

Literacy Transmission of Isan Lam's Melodies to Inherit MoLam's Performing Art

MoLam is a cultural performance art in northeast Thailand. MoLam is a profession that requires the high art of singing and relies on literary aesthetics and elaborate melodies to attract listeners. The objectives of this study were to: 1) research and collect information about Isan MoLam's performing arts, 2) explore the current conditions and problems affecting MoLam's performing arts literacy inheritance, and 3) investigate the process of transmission literacy to inherit MoLam's performing arts literacy. Descriptive analysis was used to examine and data from documents and fieldwork. The results of this study are as follows: (1) According to MoLam research, when the colonial country invaded this region, the Thai-Lao ethnic culture in northeastern Thailand and Lao PDR was split. On the Thai side, individuals flocked to the center area to meet with Siam. MoLam in the Northeast has steadily developed since then, and it may be classified into four types: (i) non-dramatic MoLam, (ii) dramatic MoLam, (iii) ritual MoLam, and (iv) miscellaneous MoLam. (2) As Thai society enters the internet era, there are numerous popular entertainment mediums, leading people's morals to shift and lowering people's interest in viewing MoLam performances and roles. The goal is to find a way to pass down this performance art to future generations. (3) Literacy transmission: After synthesizing the material to be taught, the students are separated into two groups: (i) MoLam singing has been practiced by a group of elementary and high school students; (ii) MoLam singing, and music have been practiced by a group of students at higher education institutions. Under the established parameters, both groups have extra talents. In conclusion, this study may be utilized as a model for conveying local wisdom information

High prevalence of methicillin-resistant coagulase-negative staphylococci isolated from a university environment in Thailand

The present study was conducted to isolate and characterize the molecular epidemiology of the methicillin-resistant staphylococci in the general university environment, where all five locations; the library, restrooms, canteens, computer rooms and outdoor surfaces, are in common use by a large population of students. We used Mannitol Salt Agar (MSA) supplemented with 4 μg/ml of oxacillin to screen the methicillin-resistant staphylococci. The species level was identified by PCR of rdr (Staphylococcus epidermidis), groESL (Staphylococcus haemolyticus) and nuc (Staphylococcus aureus and Staphylococcus warneri) genes and DNA sequencing of tuf and dnaJ genes. The susceptibility patterns of the isolates were determined using the disk diffusion method. Antibiotic and disinfectant resistance genes, together with SCCmec types, were detected by the PCR method. The methicillin resistant-staphylococci were isolated from 41 of 200 samples (20.5%), and all of them were found to be methicillin-resistant coagulase negative staphylococci (MR-CoNS). The library had the highest percentage of contamination, with 43.3% of the samples found to be contaminated. All isolates belonged to 6 different species including S. haemolyticus, S. epidermidis, S. warneri, S. cohnii, S. saprophyticus and S. hominis. The antimicrobial resistance rates were highest against penicillin (100%), then cefoxitin (73.1%), erythromycin (73.1%) and oxacillin (68.3%). Altogether, the isolates were approximately 61.0% multidrug resistant (MDR), with the S. epidermidis isolates being the most multidrug resistant (P < 0.05). The prevalence of the qacA/B gene was detected in 63.4% of the isolates, and SCCmec could be typed in 43.9% (18/41) of the isolates. The type range was: II (n = 1), IVd (n = 1), I (n = 2), V (n = 6), IVa (n = 8) and untypeable (n = 23). This result indicates that these university environments are contaminated with methicillin-resistant coagulase negative staphylococci that carry various SCCmec types and high rate of disinfectant resistance genes. [Int Microbiol 20(2):65-73 (2017)]Keywords: Staphylococcus spp. · methicillin-resistant coagulase negative staphylococci · drug resistance · gene qacA/B · Phitsanulok (Thailand