The implementation of Lego®-Based Therapy in two English mainstream primary schools     

Vanessa Evans  Caroline Bond 《Journal of Research in Special Educational Needs》2021,21(2):111-119

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Educating an iPod generation: undergraduate attitudes,experiences and understanding of vodcast and podcast use     

Vanessa Parson  Peter Reddy  Jon Wood  Carl Senior 《Learning, Media and Technology》2009,34(3):215-228

There is an increasing pressure on university staff to provide ever more information and resources to students. This study investigated student opinions on (audio) podcasts and (video) vodcasts and how well they met requirements and aided learning processes. Two experiments within the Aston University looked at student opinion on, and usage of, podcasts and vodcasts for a selection of their psychology lectures. Recordings were produced first using a hand‐held camcorder, and then using the in‐house media department. WebCT was used to distribute the podcasts and vodcasts, attitude questionnaires were then circulated at two time points. Overall students indicated that podcasts and vodcasts were a beneficial addition resource for learning, particularly when used in conjunction with lecturers’ slides and as a tool for revision/assessment. The online material translated into students having increased understanding of the material, which supplemented and enhanced their learning without being a substitute for traditional lectures. There is scope for the provision of portable media files to become standard practice within higher education; integrating distance and online learning with traditional approaches to improve teaching and learning.  相似文献   

CLAIRE: A combinatorial visual analytics system for information retrieval evaluation     

Marco Angelini  Vanessa Fazzini  Nicola Ferro  Giuseppe Santucci  Gianmaria Silvello 《Information processing & management》2018,54(6):1077-1100

Information Retrieval (IR) develops complex systems, constituted of several components, which aim at returning and optimally ranking the most relevant documents in response to user queries. In this context, experimental evaluation plays a central role, since it allows for measuring IR systems effectiveness, increasing the understanding of their functioning, and better directing the efforts for improving them. Current evaluation methodologies are limited by two major factors: (i) IR systems are evaluated as “black boxes”, since it is not possible to decompose the contributions of the different components, e.g., stop lists, stemmers, and IR models; (ii) given that it is not possible to predict the effectiveness of an IR system, both academia and industry need to explore huge numbers of systems, originated by large combinatorial compositions of their components, to understand how they perform and how these components interact together.We propose a Combinatorial visuaL Analytics system for Information Retrieval Evaluation (CLAIRE) which allows for exploring and making sense of the performances of a large amount of IR systems, in order to quickly and intuitively grasp which system configurations are preferred, what are the contributions of the different components and how these components interact together.The CLAIRE system is then validated against use cases based on several test collections using a wide set of systems, generated by a combinatorial composition of several off-the-shelf components, representing the most common denominator almost always present in English IR systems. In particular, we validate the findings enabled by CLAIRE with respect to consolidated deep statistical analyses and we show that the CLAIRE system allows the generation of new insights, which were not detectable with traditional approaches.  相似文献   

The Development of a Discussion Rubric for Online Courses: Standardizing Expectations of Graduate Students in Online Scholarly Discussions     

Vanessa L. Wyss  Debra Freedman  Cathy J. Siebert 《TechTrends》2014,58(2):99-107

This paper reports on the design and evaluation of a rubric for assessing discussions in online graduate level education courses. The aims of the research were twofold. The first goal was to develop a discussion rubric that provides guidance to graduate students participating in online courses that are heavily discussion based. The second goal was to evaluate the efficacy of the rubric in student comfort with the expectations for the course and the quality of the discussions. Qualitative and quantitative course evaluations from four sections of an online graduate course are utilized to report on the effectiveness of the rubric upon implementation. Student average grades also show a statistically significant increase with the implementation of the rubric.  相似文献   

Munchausen by proxy by Internet     

McCulloch V  Feldman MD 《Child abuse & neglect》2011,35(11):965-966

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Eating Disorders: Explanatory Variables in Caucasian and Hispanic College Women     

Vanessa Avia  Susan X Day 《Journal of College Counseling》2016,19(1):31-44

The authors explored Hispanic and Caucasian college women's (N = 264) behavioral and attitudinal symptoms of eating disorders after controlling for body mass index and internalization of the thinness ideal, as well as the roles of ethnicity and ethnic identity in symptomatology. Correlational analysis, multivariate analysis of variance, and regression analysis suggested more similarities than differences between Hispanic and Caucasian college women in terms of eating disorders.  相似文献   

Effects of Alternating Dissection with Peer Teaching and Faculty Prosected Cadaver Demonstrations in a Physical Therapy and Occupational Therapy Gross Anatomy Course     

Stacy A. Kinirons  Vanessa M. Reddin  Jeanann Maguffin 《Anatomical sciences education》2019,12(5):468-477

The most effective method to teach gross anatomy is largely unknown. This study examined two teaching methods utilized in a physical therapy and occupational therapy gross anatomy course, (1) alternating dissection with peer teaching every other laboratory session and (2) faculty demonstrations during laboratory sessions. Student (n = 57) subgroup (A or B) academic performance was determined using written, laboratory practical, and palpation practical examinations. Subgroup A performed significantly better on laboratory practical examination questions pertaining to dissected, in comparison to peer-taught structures (67.1% vs. 60.2%, P = 0.008). Subgroup B performed significantly better on laboratory practical examination questions pertaining to peer-taught, in comparison to dissected structures (64.1% vs. 57.9%, P = 0.001). When Subgroup A was compared to Subgroup B, there were no statistically significant differences on laboratory practical examination question types, whether the subgroup learned the structure through dissection or peer teaching. Based on within and between subgroup comparisons, faculty demonstrations had no effect on written, laboratory practical, or palpation practical examination scores. Although limited, data suggest that the student roles when alternating dissection with peer teaching every other laboratory session appear to be equally effective for learning gross anatomy. The benefits of this method include decreased student/faculty ratio in laboratory sessions and increased time for independent study. Faculty demonstrations during laboratory sessions do not seem to improve student academic performance.  相似文献   

Building capacity through action research curricula reviews     

Vanessa Lee  Priscilla Robinson 《高等教育研究与发展》2015,34(2):324-337

In Australia, graduates of Master of Public Health (MPH) programmes are expected to achieve a set of core competencies, including a subset that is specifically related to Indigenous health. This paper reports on the methods utilised in a project which was designed using action research to strengthen Indigenous public health curricula within MPH programmes at Australian universities. This aim is achieved through the use of three interlinked ‘action–reflection’ cycles, involving individual Indigenous public health academics who, through their membership in a scholarly network, have undertaken a series of curriculum reviews, which have in turn influenced organisational change in universities. The project results demonstrated how action research can successfully strengthen Indigenous public health curricula.  相似文献   

SUCCESS,DIFFICULTY, AND INSTRUCTIONAL STRATEGY TO ENACT AN ARGUMENT-BASED INQUIRY APPROACH: EXPERIENCES OF ELEMENTARY TEACHERS     

Aeran Choi  Vanessa Klein  Susan Hershberger 《International Journal of Science and Mathematics Education》2015,13(5):991-1011

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Recreating blood-brain barrier physiology and structure on chip: A novel neurovascular microfluidic bioreactor     

Jacquelyn A. Brown  Virginia Pensabene  Dmitry A. Markov  Vanessa Allwardt  M. Diana Neely  Mingjian Shi  Clayton M. Britt  Orlando S. Hoilett  Qing Yang  Bryson M. Brewer  Philip C. Samson  Lisa J. McCawley  James M. May  Donna J. Webb  Deyu Li  Aaron B. Bowman  Ronald S. Reiserer  John P. Wikswo 《Biomicrofluidics》2015,9(5)

The blood-brain barrier (BBB) is a critical structure that serves as the gatekeeper between the central nervous system and the rest of the body. It is the responsibility of the BBB to facilitate the entry of required nutrients into the brain and to exclude potentially harmful compounds; however, this complex structure has remained difficult to model faithfully in vitro. Accurate in vitro models are necessary for understanding how the BBB forms and functions, as well as for evaluating drug and toxin penetration across the barrier. Many previous models have failed to support all the cell types involved in the BBB formation and/or lacked the flow-created shear forces needed for mature tight junction formation. To address these issues and to help establish a more faithful in vitro model of the BBB, we have designed and fabricated a microfluidic device that is comprised of both a vascular chamber and a brain chamber separated by a porous membrane. This design allows for cell-to-cell communication between endothelial cells, astrocytes, and pericytes and independent perfusion of both compartments separated by the membrane. This NeuroVascular Unit (NVU) represents approximately one-millionth of the human brain, and hence, has sufficient cell mass to support a breadth of analytical measurements. The NVU has been validated with both fluorescein isothiocyanate (FITC)-dextran diffusion and transendothelial electrical resistance. The NVU has enabled in vitro modeling of the BBB using all human cell types and sampling effluent from both sides of the barrier.  相似文献