Developing a multiple-document-processing performance assessment for epistemic literacy

The LAK15 theme “shifts the focus from data to impact”, noting the potential for Learning Analytics based on existing technologies to have scalable impact on learning for people of all ages. For such demand and potential in scalability to be met the challenges of addressing higher-order thinking skills should be addressed. This paper discuses one such approach – the creation of an analytic and task model to probe epistemic cognition in complex literacy tasks. The research uses existing technologies in novel ways to build a conceptually grounded model of trace-indicators for epistemic-commitments in information seeking behaviors. We argue that such an evidence centered approach is fundamental to realizing the potential of analytics, which should maintain a strong association with learning theory

From multiple perspectives to shared understanding

The aim of this study was to explore how learners operating in a small group reach shared understanding as they work out joint research questions and build a theoretical framework and to identify the resources and tools they used in the process. The learners’ own interpretations of their group activities and learning were also taken into account. The data, consisting of group discussions and the documents produced by the group, were subjected to a qualitative content analysis. The group members employed a variety of resources and tools to exchange their individual perspectives and achieve shared understanding. Summaries of relevant literature laid a foundation for the group’s theoretical discussions. Reflective comparisons between their book knowledge and their personal experiences of online interaction and collaboration were frequent, suggesting that such juxtapositions may have enhanced their learning by intertwining the content to be mastered and the activities entailed by this particular content

Atypical CTSK Transcripts and ARNT Transcription Read-Through Into CTSK

The aryl hydrocarbon receptor nuclear translocator (ARNT) and cathepsin K (CTSK) genes lie in a tandem head-to-tail arrangement on human chromosome 1. The two genes are in extremely close proximity; the usual CTSK transcription start site is less than 1.4 kb downstream of the end of the longest reported ARNT transcript. By generating an RT-PCR product that overlaps both the 3′ end of ARNT and the 5′ end of CTSK, we show that ARNT transcripts may extend through the ARNT–CTSK intergenic region and progress into the CTSK gene. Furthermore, by using quantitative RT-PCR from several tissues to detect the ARNT expression signature in CTSK introns, we show that ARNT transcripts can read through into CTSK as far as CTSK intron 3, extending approximately 3.7 kb downstream of the end of the longest previously described ARNT mRNA. Given that ARNT and CTSK are expressed in an overlapping range of tissues, ARNT read-through may have a negative impact on CTSK transcript levels by interfering with CTSK expression. We also present evidence for novel CTSK transcripts following sequence analysis of CTSK-derived ESTs and RT-PCR products. These transcripts show alternate 5′ splicing and or 5′ extension and are sometimes initiated from a cryptic alternative promoter which is upstream of the known CTSK promoter and possibly in the 3′ UTR of ARNT

Interdisciplinary research: putting the methods under the microscope

BACKGROUND: While the desirability of interdisciplinary inquiry has been widely acknowledged, indeed has become 'the mantra of science policy', the methods of interdisciplinary collaboration are opaque to outsiders and generally remain undescribed. DISCUSSION: Many have analysed interdisciplinarity, especially in relation to the creation of new disciplines and institutions. These analyses are briefly outlined. Still, there currently persists a silence about the methods of interdisciplinary collaboration itself, and the core of this paper proposes a template for such methods. SUMMARY: Breaking this silence – by making the methods of interdisciplinary projects transparent – could further invigorate interdisciplinary research

Designing electronic collaborative learning environments

Electronic collaborative learning environments for learning and working are in vogue. Designers design them according to their own constructivist interpretations of what collaborative learning is and what it should achieve. Educators employ them with different educational approaches and in diverse situations to achieve different ends. Students use them, sometimes very enthusiastically, but often in a perfunctory way. Finally, researchers study them and—as is usually the case when apples and oranges are compared—find no conclusive evidence as to whether or not they work, where they do or do not work, when they do or do not work and, most importantly, why, they do or do not work. This contribution presents an affordance framework for such collaborative learning environments; an interaction design procedure for designing, developing, and implementing them; and an educational affordance approach to the use of tasks in those environments. It also presents the results of three projects dealing with these three issues

Risk-based neuro-grid architecture for multimodal biometrics

Recent research indicates that multimodal biometrics is the way forward for a highly reliable adoption of biometric identification systems in various applications, such as banks, businesses, government