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1 – 10 of over 159000In light of a new paradigm to feedback, the focus shifts from how and when instructors deliver feedback to how the learning environment and the feedback practices sustain agentic…
Abstract
In light of a new paradigm to feedback, the focus shifts from how and when instructors deliver feedback to how the learning environment and the feedback practices sustain agentic behavior on feedback. Feedback produces learning if the students are given the opportunity to use and to act on it, and thus to move forward. Ample research on innovative models and designs for feedback and assessment in higher education courses exist. However, a one-size-fits-all model does not exist. Each university setting represents a unique case, and hence the replicability of a model is impossible. This poses a challenge for innovative higher education institutions (HEIs) that consider the promotion of students’ agency on feedback, a distinguishing attribute for their learning experience onsite, and in the Covid-19 inflicted transition to remote instruction. This study used content analysis to investigate how feedback and assessment feedback design, in the online component of a blended course in English for Academic Purposes, can sustain opportunities for feedback encounters and enable student uptake of feedback. After exploring the process of assessment and feedback design, different agents of the course and potential feedback encounters were mapped and analyzed in a sociocultural perspective. An established matrix of feedback for learning was used to investigate and code the feedback encounters generated in the course. The results of the content analysis indicated satisfactory student uptake of feedback and opportunities for potential feedback encounters before, during, and after the assessment. Additionally, the results pointed to the need for more feedforward and self-regulatory commentaries.
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Thankachan T. Pullan, M. Bhasi and G. Madhu
The purpose of this paper is to address the capture and documentation of essential design for manufacture (DFM) pieces of information to make design decisions. Essential…
Abstract
Purpose
The purpose of this paper is to address the capture and documentation of essential design for manufacture (DFM) pieces of information to make design decisions. Essential manufacturing information is that which can affect the fulfilment of functional requirements and product constraints. The hierarchical structure of the main components for the open architecture‐process planning model (PPM), manufacturing activity model (MAM) and manufacturing resource model (MRM) are discussed The aim of the approach is to define manufacturing knowledge structures and develop a knowledge‐based application for DFM.
Design/methodology/approach
This work addresses the capture and documentation of essential DFM pieces of information to make design decisions. Essential manufacturing information is that which can affect the fulfilment of functional requirements and product constraints. The hierarchical structure of the main components for the open architecture‐PPM, MAM and MRM are discussed. The aim of the approach is to define manufacturing knowledge structures and develop a knowledge‐based application for DFM.
Findings
This paper gives details of the application framework development by integrating object‐oriented technology and component‐based development. This will help to achieve large‐scale software reuse for manufacturing application development projects. This paper also gives an overview of a computer system for automated concurrent engineering, and more particularly, to a method for the concurrent design of parts, tools and processes.
Originality/value
The workability of this approach was tested in a machine‐tool manufacturing firm and the same has been presented as a case.
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Jiju Antony, Vijaya Sunder M., Chad Laux and Elizabeth Cudney
Sumin Helen Koo, Young Bin Lee, Changhwan Kim, Gibaek Kim, Giuk Lee and Je-Sung Koh
The purpose of this research was to develop clothing-typed soft wearable robot embedded with textile-based actuators on ankles for elderly adults needing gait assistance.
Abstract
Purpose
The purpose of this research was to develop clothing-typed soft wearable robot embedded with textile-based actuators on ankles for elderly adults needing gait assistance.
Design/methodology/approach
Design guidelines were developed and they included function (type, targeting area, routing line and anchor points), design (size/fit, fabric/material, fastener, detail, color) and actuator (shape memory alloy type, size, deformation type, integration material, integration technique and evaluation method). Fabric-based actuator, integration methods to fabrics, routing lines and anchoring points were developed based on the guidelines and evaluated. Then, three long socks types and a pants type were designed and prototyped. Routing line position displacement measurement test was conducted with the prototypes. A survey was conducted to investigate satisfaction, likeness and use intention on the design/prototype to modify the designs.
Findings
Important design factors were identified, and design guidelines for clothing-typed soft wearable robots (SWRs) were developed. People satisfied the developed SWR designs and prototypes with mean scores over 4.60.
Originality/value
The results are expected to be helpful for designers and developers of SWRs in the development process, and they will ultimately be beneficial to members of the elderly population who have gait difficulties.
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Steven Kickbusch and Nick Kelly
The purpose of this paper is to develop representations for teacher coaching sessions that are (1) useful for communicating the session to other coaches or researchers and (2…
Abstract
Purpose
The purpose of this paper is to develop representations for teacher coaching sessions that are (1) useful for communicating the session to other coaches or researchers and (2) capture the roles of the coach as convener of dialogue for teacher development as well as facilitator of design for learning.
Design/methodology/approach
Two coaching sessions with preservice science teachers are analysed using two forms of discourse analysis: (1) the T-SEDA coding scheme (Vrikki et al., 2019) to analyse the dialogic interaction; and (2) a novel coding scheme to show the development of the design for learning over time. A synthetic representation is developed that combines and communicates the results of both analyses.
Findings
Results show a novel way of representing coaching sessions with teachers during design for learning. Theoretical claims about the utility of this representation are made with reference to the literature.
Practical implications
The representations and methods for developing them are useful to researchers in analysing coaching sessions. They have application for helping coaches to communicate their practice with one another. They are a step towards understanding the scalability and transferability of coaching programmes for school improvement.
Originality/value
The paper highlights shortcomings of existing representations for teacher coaching sessions and produces a novel representation that has value for researchers.
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The purpose of this paper is to detail an actor-network theory inspired ethnography of recording heritage buildings. The case study focusses on Irbid School in Al Tal area, which…
Abstract
Purpose
The purpose of this paper is to detail an actor-network theory inspired ethnography of recording heritage buildings. The case study focusses on Irbid School in Al Tal area, which is one of the oldest schools in Jordan and an important heritage building.
Design/methodology/approach
The recording process was undertaken by third-year architectural design studio students from Philadelphia University. The paper documents the interaction between the heritage building and the students in a two-phased ethnography, including fieldwork conducted between September and December 2017.
Findings
The paper proposes the concept of “transfer ethnography”, which considers the continuous changes in design across different locations. This extends beyond traditional ethnography, which focusses on a single location. Here, in contrast to the classical viewpoint, following the recording process shows that building design is ongoing and extends beyond implementation through the years as the building ages.
Research limitations/implications
Due to the chosen research approach, the research investigated the most relevant events from the author’s perspective, which might extend in various ways. Future research is encouraged to investigate more events that support the empirical findings.
Practical implications
The paper provides a new angle from which building design networks can be followed through the transfer ethnography, which has implications for the recording and similar processes that necessitate the continuous following of actors.
Originality/value
The research suggests the transfer ethnography, which entails close and in-depth engagement with actors but changes with the transformation of a design while following the actors and networks’ shifts between the different locations. It is more delicate, attentive and indispensable considering the dynamics of design.
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Anna Marie Johnson, Amber Willenborg, Christopher Heckman, Joshua Whitacre, Latisha Reynolds, Elizabeth Alison Sterner, Lindsay Harmon, Syann Lunsford and Sarah Drerup
This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all…
Abstract
Purpose
This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.
Design/methodology/approach
This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.
Findings
The paper provides a brief description for all 590 sources.
Originality/value
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
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The purpose of this study is to create a course in a learning management system (LMS), Canvas, for online Ed.D. students and determine if the course can improve scores measuring…
Abstract
Purpose
The purpose of this study is to create a course in a learning management system (LMS), Canvas, for online Ed.D. students and determine if the course can improve scores measuring metaliteracy concepts from pretest to posttest. The course assessed knowledge of metaliteracy goals and objectives instead of using the ACRL Framework. This paper reports on the creation of the course, results of the pretest-posttest, a mapping of metaliteracy goals and objectives with the ACRL Framework and recommendations for including metacognitive practices in library instruction.
Design/methodology/approach
The researcher used a quantitative, quasi-experimental, exploratory design and developed a metaliteracy course in the Canvas LMS using a pretest-posttest design, creating video tutorials as the treatment for each module (five total) using Adobe Spark.
Findings
According to a t-test run in SPSS, there was a significant difference between the metaliteracy pretest and metaliteracy posttest. Using metaliteracy goals and objectives as a method for assessing information literacy knowledge can be useful. Using the ACRL Framework along with metaliteracy goals and objectives can be effective for presenting and assessing information literacy knowledge and skills.
Research limitations/implications
One limitation of this study was the use of one population of online Ed.D. students at one institution. One implication of this study is the need for metaliteracy goals and objectives to be used in connection with the ACRL Framework.
Originality/value
This research adds to the limited knowledge of how metaliteracy goals and objectives can be used to assess information literacy and other literacies using a pretest-posttest format in an online format.
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Rick van de Ven, Shaunak Dabadghao and Arun Chockalingam
The credit ratings issued by the Big 3 ratings agencies are inaccurate and slow to respond to market changes. This paper aims to develop a rigorous, transparent and robust credit…
Abstract
Purpose
The credit ratings issued by the Big 3 ratings agencies are inaccurate and slow to respond to market changes. This paper aims to develop a rigorous, transparent and robust credit assessment and rating scheme for sovereigns.
Design/methodology/approach
This paper develops a regression-based model using credit default swap (CDS) data, and data on financial and macroeconomic variables to estimate sovereign CDS spreads. Using these spreads, the default probabilities of sovereigns can be estimated. The new ratings scheme is then used in conjunction with these default probabilities to assign credit ratings to sovereigns.
Findings
The developed model accurately estimates CDS spreads (based on RMSE values). Credit ratings issued retrospectively using the new scheme reflect reality better.
Research limitations/implications
This paper reveals that both macroeconomic and financial factors affect both systemic and idiosyncratic risks for sovereigns.
Practical implications
The developed credit assessment and ratings scheme can be used to evaluate the creditworthiness of sovereigns and subsequently assign robust credit ratings.
Social implications
The transparency and rigor of the new scheme will result in better and trustworthy indications of a sovereign’s financial health. Investors and monetary authorities can make better informed decisions. The episodes that occurred during the debt crisis could be avoided.
Originality/value
This paper uses both financial and macroeconomic data to estimate CDS spreads and demonstrates that both financial and macroeconomic factors affect sovereign systemic and idiosyncratic risk. The proposed credit assessment and ratings schemes could supplement or potentially replace the credit ratings issued by the Big 3 ratings agencies.
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