Search results

The purpose of this paper is to examine the relationship between student motivation and technology in the implementation of problem-based learning (PBL) in a technologically enhanced active learning classroom (ALC).

PBL was implemented in an undergraduate course in human osteology (n=49) at a large Canadian University. Numerous activities using the ALC technology were conducted to engage students in self-directed active learning. Students wrote critical self-reflections at the beginning of the course and with each PBL report. They completed a survey at the end of the course using a Likert scale that included written comments on their motivation toward different uses of technology.

Students generally had high motivation toward PBL at the end of the course. Their evaluation of the technology to support PBL was dependent on the activity. Students (88 percent) appreciated the use of an overhead camera to visualize anatomical elements, and short problem-solving exercises using the whiteboard but they negatively evaluated the real-time projection of PBL sessions through a discussion board (52 percent). Almost half of the class (43 percent) felt that technology was a hindrance to their learning process in PBL.

This study demonstrates the complex relationship between student motivation toward active learning, the learning environment, and technology. Instructors and students influence the learning environment through their conceptions of effective teaching. According to this framework, technology should be implemented not only according to the teaching method, but consider teaching conceptions and the learning environment.

The topic of human skeletal analysis is a sensitive subject in North America. Laws and regulations surrounding research of human skeletal material make it difficult to use these remains to characterize various populations. Recent technology has the potential to solve this dilemma. Three-dimensional (3D) scanning creates virtual models of this material, and stores the information, allowing future studies on the material. The paper aims to discuss these issues.

To assess the potential of this methodology, the authors compared processing time, accuracy and costs of computer tomography (CT) scanner to the Artec Eva portable 3D surface scanner. Using both methodologies the authors scanned and 3D printed one adult individual. The authors hypothesize that the Artec Eva will create digital replicas of <5 percent error based on Buikstra and Ubelaker standard osteometric measurements. Error was tested by comparing the measurements of the skeletal material to the Artec data, CT data and 3D printed data.

Results show that larger bones recorded by the Artec Eva have <5 percent error of the original specimen while smaller more detailed images have >5 percent error. The CT images are closer to <5 percent accuracy, with few bones still >5 percent error. The Artec Eva scanner is inexpensive in comparison to a CT machine, but takes twice as long to process the Eva’s data. The Artec Eva is sufficient in replication of larger elements, but the CT machine is still a preferable means of skeletal replication, particularly for small elements.

This research paper is unique because it compares two common forms of digitization, which has not been done. The authors believe this paper would be of value to natural history curators and various researchers.

Information science research has begun to broaden its traditional focus on information seeking to cover other modes of acquiring information. The purpose of this paper is to move forward on this trajectory and to present a framework for explicating how in addition to being sought, existing information are made useful and taken into use.

A conceptual enquiry draws on an empirical vignette based on an observation study of an archaeological teaching excavation. The conceptual perspective builds on Andersen’s genre approach and Huvila’s notion of situational appropriation.

This paper suggests that information becomes appropriable, and appropriated (i.e. taken into use), when informational and social genres intertwine with each other. This happens in a continuous process of (re)appropriation of information where existing information scaffolds new information and the on-going process of appropriation.

The approach is proposed as a potentially powerful conceptualisation for explicating information interactions when existing information is taken into use rather than sought that have received little attention in traditional models and theories of human information behaviour.

Did you ever think: that a cellular telephone could save a life? . that you could “go” to the library on computer? . that you could send a document over the telephone? . that your 5th grader would be using e‐mail and communicating in real time with a Russian counterpart?

Māori are the indigenous population of New Zealand, although even the name ‘Māori’ is not ever used by them to describe all the inhabitants of those shores at the time of colonisation. Rather, reference is made to the iwi (tribe), hapū (sub-tribe or clan) and whānau (family), one is inherently part of, based firmly on whakapapa (genealogy). Colonisation of New Zealand began in the late 1700s and proceeded in a similar manner to other colonised places around the world, resulting in the sublimation of indigenous peoples and their culture. Māori had societal structures, culture and tikanga (customs) determined by whakapapa. Māori had and continue to have their own way of looking at the world. The legitimation of a Māori world view within a large organisation relies on a vision, a strategy and an overwhelming enthusiasm among key influencers to drive it. Numerous Māori leaders and scholars through the ages have held the same vision for Māori, that is, to be an equal partner in Aotearoa/New Zealand. The Office of Māori Development at the University of Otago supports this vision – to embed aspects of Te Ao Māori within the fabric of the institution. The University’s Māori Strategic Framework (MSF) grew out of two significant documents: a Treaty of Waitangi Audit conducted by Dr Ranginui Walker (University of Otago, 1998) and a Treaty of Waitangi Stocktake undertaken by Janine Kapa (University of Otago, 2005). The Stocktake findings were subsequently tested with a number of key stakeholders from within the University, as well as local mana whenua ¹ and other interest groups. This consultation formed the foundation of the University’s MSF. This chapter begins by outlining the historical context in which the relationship between the University and Māori progressed, leading ultimately to its partnership with Ngāi Tahu. ² A contemporary response to realising indigenous imperatives is then examined, by looking at the formation of the MSF, the importance of the consultative process undertaken with key stakeholders, and further, the role it has played in transforming the University of Otago.

This chapter uses a dataset of heights calculated from the femurs of skeletal remains to explore the development of stature in England across the last two millennia. We find that heights increased during the Roman period and then steadily fell during the “Dark Ages” in the early medieval period. At the turn of the first millennium, heights grew rapidly, but after 1200 they started to decline coinciding with the agricultural depression, the Great Famine, and the Black Death. Then they recovered to reach a plateau which they maintained for almost 300 years, before falling on the eve of industrialization. The data show that average heights in England in the early nineteenth century were comparable to those in Roman times, and that average heights reported between 1400 and 1700 were similar to those of the twentieth century. This chapter also discusses the association of heights across time with some potential determinants and correlates (real wages, inequality, food supply, climate change, and expectation of life), showing that in the long run heights change with these variables, and that in certain periods, notably the thirteenth and fourteenth centuries, the associations are observable over the shorter run as well. We also examine potential biases surrounding the use of skeletal remains.

Sharing information about work processes has proven to be difficult. This applies especially to information shared from those who participate in a process to those who remain outsiders. The purpose of this article is to increase understanding of how professionals document their work practices with a focus on information making by analysing how archaeologists document their information work in archaeological reports.

In total 47 Swedish archaeological reports published in 2018 were analysed using close reading and constant comparative categorisation.

Even if explicit narratives of methods and work process have particular significance as documentation of information making, the evidence of information making is spread out all over the report document in (1) procedural narratives, (2) descriptions of methods and tools, (3) actors and actants, (4) photographs, (5) information sources, (6) diagrams and drawings and (7) outcomes. The usability of reports as conveyors of information on information making depends more on how a forthcoming reader can live with it as a whole rather than how to learn of the details it recites.

The study is based on a limited number of documents representing one country and one scholarly and professional field.

Increased focus on the internal coherence of documentation and the complementarity of different types of descriptions could improve information sharing. Further, descriptions of concepts that refer to work activities and the situation when information came into being could similarly improve their usability.

There is little earlier research on how professionals and academics document and describe their information activities.

SINCE we wrote last the African victories have changed the atmosphere in a remarkable way. Lately pessimism had been absent and a calm confidence existed but now there is a sense of expectation. But we have been warned that the really tough conflict is still before us. However that may be, there is scarcely a library where the externals of the conflict are not reflected in the eyes and words of our readers, even affecting to an extent their reading. It must, of course, be so because it is a commonplace that books are good or bad in our estimation in accord with the mood in which we read.

THE following list of errata, adjustments and revisions of the actual classification itself, represents all that it has been deemed necessary to note in the way of such alterations, and the changes have been suggested by the experience of users and the discoveries of various librarians. Those who use the scheme should have the changes noted in an interleaved copy of the book, and others may find it desirable to do likewise, pending the appearance of a revised issue which will be published in the near future. Most of the changes are self‐explanatory, and their meaning can be ascertained at once by reference to the S.C. itself. Suggestions and notes of errors will be very gratefully received, as it is only by the vigilance and practical working of many minds that a classification scheme can ever arrive at even reasonable accuracy and completeness.

In today's society with concern for crime and violence increasing and court television and celebrity trials bringing the criminal justice system, courtroom procedures, and rules of evidence into our living rooms, there is an increased need for reliable information about issues that are the core of forensic science: crime scene investigation and the collection and scientific analysis of physical evidence used in trials.