This study aimed to develop an online tool to train and measure mental rotation skills (MRS) and examine whether improved MRS transfers to other spatial and math skills. 43 undergraduate students completed pre-tests of MRS and maze navigation then were randomly assigned to treatment (MRS training) or control (crosswords). Preliminary results found the online MRS tool validly measured rotation but treatment showed no significant improvement over control in post-maze tests. Further research is needed using more training in naturalistic settings to fully test for transfer effects.
Presentation for researchED maths and science on June 11th 2016. References at the end (might be some extra references from slides that were removed later on, this interesting :-)
Interested in discussing, contact me at C.Bokhove@soton.ac.uk or on Twitter @cbokhove
I of course tried to reference all I could. If you have objections to the inclusion of materials, please let me know.
Methodological innovation for mathematics education researchChristian Bokhove
In this talk I will highlight how innovative research methods can help us in answering research questions for mathematics education. Some examples will be:
The use of social network analysis for communication networks of trainee mathematics teachers, as well as interactions in the mathematics classroom.
The use of sequence analysis for analysing data from an online mathematics tool.
The usefulness of open approaches to improve research transparency.
I will draw these projects together to sketch some interesting directions for mathematics education research.
In England, an important role for the judgement of educational quality, is provided by the national school inspectorate Ofsted. Periodically they inspect schools and judge them. The result of the inspection is captured in inspection reports and associated documents. Ofsted has had several chief inspectors (HMCI) since 2000 and every HMCI tends to put his/her own mark on the inspectorate. This paper extends the analysis of the corpus in Author (2020) using the corpus of more than 17,000 Ofsted documents which were scraped from their website with text-mining techniques. Using the computational research method of structural topic modelling I re-analyse a set of documents that typically could not be analysed with manual methods. I juxtapose the findings with previous findings from sentiment analyses. The paper does not just cover the substantive topic at hand, but also provide insight in how the methods work, and how they provide insight in policy shifts during the ‘reign’ of different HMCIs. All in all, we can see how such text-mining techniques allow us to analyse existing documents at scale.
USING MRQAP TO ANALYSE THE DEVELOPMENT OF MATHEMATICS PRE-SERVICE TRAINEES’ C...Christian Bokhove
This paper looks at a data analysis method for analyzing longitudinal network data called MRQAP. We describe a dataset from a study on the development of peer networks of one cohort of pre-service mathematics trainees in the south of England and apply the MRQAP method to its four timepoints. We include attributes for gender, study programme, trust and self-efficacy. The analysis shows that MRQAP is a viable data analysis method for looking at the longitudinal development of networks. We conclude with a short discussion of further methodological challenges and limitations.
ASCILITE Webinar: A review of five years of implementation and research in al...Bart Rienties
Date and time: Wednesday 20 September 2017 at 5pm AEST
Abstract: The Open University UK (OU) has been one of few institutions that have explicitly and systematically captured the designs for learning at a large scale. By applying advanced analytical techniques on large and fine-grained datasets, we have been unpacking the complexity of instructional practices, as well as providing empirical evidence of how learning designs influence student behaviour, satisfaction, and performance. This seminar will discuss the implementation of learning design at the OU in the last 5 years, and reviews empirical evidence from several studies that have linked learning design with learning analytics. Recommendations are put forward to support future adoptions of the learning design approach, and potential research trajectories.
https://ascilite.org/get-involved/sigs/learning-analytics-sig/
www.bartrienties.nl
Seminar University of Loughborough: Using technology to support mathematics e...Christian Bokhove
I WILL ADD THE REFERENCES IN DUE TIME
Christian received his PhD in 2011 at Utrecht University and is lecturer at the University of Southampton. In this talk Christian will present a wide spectrum of research initiatives that all involve the use of technology to support mathematics education itself and research into mathematics education. It will cover (i) design principles for algebra software, with an emphasis on automated feedback, (ii) the evolution from fragmented technology to coherent digital books, (iii) the use of technology to measure and develop Mental Rotation Skills, and (iv) the use of computer science techniques to study the development of mathematics education policy.
Enhancing (in)formal learning ties in interdisciplinary management courses: a...Bart Rienties
While interdisciplinary courses are regarded as a promising method for students to learn and apply knowledge from other disciplines, there is limited empirical evidence available whether interdisciplinary courses can effectively “create” interdisciplinary students. In this innovative quasi-experimental study amongst 377 Master’s students, in the control condition students were randomised by the teacher into groups, while in the experimental condition students were “balanced” by the teacher into groups based upon their initial social network. Using Social Network Analysis, learning ties after eleven weeks were significantly predicted by the friendship and learning ties established at the beginning of the course, as well as (same) discipline and group allocation. The effects were generally greater than group divisions, irrespective of the two conditions, but substantially smaller than initial social networks. These results indicate that interdisciplinary learning does not occur “automatically” in an interdisciplinary module. This study contributes to effective learning in interdisciplinary learning environments.
Rienties, B., & Héliot, Y. (2016). Enhancing (in)formal learning ties in interdisciplinary management courses: a quasi-experimental social network study. Studies in Higher Education. DOI: 10.1080/03075079.2016.1174986. Impact factor: 1.037.
Full version is available at: http://www.tandfonline.com/doi/full/10.1080/03075079.2016.1174986
preparing student teachers to integrate ICT in classroom practice: a synthesi...Vrije Universiteit Brussel
The need to better align teachers’ preparation in the integration of ICT with pedagogical issues and curriculum integration is well understood. Practical experiences from across the world sustain such viewpoints while at the same time emphasising the difficulties and challenges faced in the implementation of such programmes. Therefore, it is of great importance to understand the effectiveness of strategies to prepare student teachers. Given the lack of a comprehensive review about these strategies, the purpose of this study is to reveal the most useful strategies for contemporary ICT integration in student teacher education programmes. More specifically, a synthesis of qualitative research was used to locate, critically appraise and synthesise the evidence base (cf. Petticrew, 2001) for interventions to effectively prepare student teacher to integrate ICT in classroom practices.
Presentation for researchED maths and science on June 11th 2016. References at the end (might be some extra references from slides that were removed later on, this interesting :-)
Interested in discussing, contact me at C.Bokhove@soton.ac.uk or on Twitter @cbokhove
I of course tried to reference all I could. If you have objections to the inclusion of materials, please let me know.
Methodological innovation for mathematics education researchChristian Bokhove
In this talk I will highlight how innovative research methods can help us in answering research questions for mathematics education. Some examples will be:
The use of social network analysis for communication networks of trainee mathematics teachers, as well as interactions in the mathematics classroom.
The use of sequence analysis for analysing data from an online mathematics tool.
The usefulness of open approaches to improve research transparency.
I will draw these projects together to sketch some interesting directions for mathematics education research.
In England, an important role for the judgement of educational quality, is provided by the national school inspectorate Ofsted. Periodically they inspect schools and judge them. The result of the inspection is captured in inspection reports and associated documents. Ofsted has had several chief inspectors (HMCI) since 2000 and every HMCI tends to put his/her own mark on the inspectorate. This paper extends the analysis of the corpus in Author (2020) using the corpus of more than 17,000 Ofsted documents which were scraped from their website with text-mining techniques. Using the computational research method of structural topic modelling I re-analyse a set of documents that typically could not be analysed with manual methods. I juxtapose the findings with previous findings from sentiment analyses. The paper does not just cover the substantive topic at hand, but also provide insight in how the methods work, and how they provide insight in policy shifts during the ‘reign’ of different HMCIs. All in all, we can see how such text-mining techniques allow us to analyse existing documents at scale.
USING MRQAP TO ANALYSE THE DEVELOPMENT OF MATHEMATICS PRE-SERVICE TRAINEES’ C...Christian Bokhove
This paper looks at a data analysis method for analyzing longitudinal network data called MRQAP. We describe a dataset from a study on the development of peer networks of one cohort of pre-service mathematics trainees in the south of England and apply the MRQAP method to its four timepoints. We include attributes for gender, study programme, trust and self-efficacy. The analysis shows that MRQAP is a viable data analysis method for looking at the longitudinal development of networks. We conclude with a short discussion of further methodological challenges and limitations.
ASCILITE Webinar: A review of five years of implementation and research in al...Bart Rienties
Date and time: Wednesday 20 September 2017 at 5pm AEST
Abstract: The Open University UK (OU) has been one of few institutions that have explicitly and systematically captured the designs for learning at a large scale. By applying advanced analytical techniques on large and fine-grained datasets, we have been unpacking the complexity of instructional practices, as well as providing empirical evidence of how learning designs influence student behaviour, satisfaction, and performance. This seminar will discuss the implementation of learning design at the OU in the last 5 years, and reviews empirical evidence from several studies that have linked learning design with learning analytics. Recommendations are put forward to support future adoptions of the learning design approach, and potential research trajectories.
https://ascilite.org/get-involved/sigs/learning-analytics-sig/
www.bartrienties.nl
Seminar University of Loughborough: Using technology to support mathematics e...Christian Bokhove
I WILL ADD THE REFERENCES IN DUE TIME
Christian received his PhD in 2011 at Utrecht University and is lecturer at the University of Southampton. In this talk Christian will present a wide spectrum of research initiatives that all involve the use of technology to support mathematics education itself and research into mathematics education. It will cover (i) design principles for algebra software, with an emphasis on automated feedback, (ii) the evolution from fragmented technology to coherent digital books, (iii) the use of technology to measure and develop Mental Rotation Skills, and (iv) the use of computer science techniques to study the development of mathematics education policy.
Enhancing (in)formal learning ties in interdisciplinary management courses: a...Bart Rienties
While interdisciplinary courses are regarded as a promising method for students to learn and apply knowledge from other disciplines, there is limited empirical evidence available whether interdisciplinary courses can effectively “create” interdisciplinary students. In this innovative quasi-experimental study amongst 377 Master’s students, in the control condition students were randomised by the teacher into groups, while in the experimental condition students were “balanced” by the teacher into groups based upon their initial social network. Using Social Network Analysis, learning ties after eleven weeks were significantly predicted by the friendship and learning ties established at the beginning of the course, as well as (same) discipline and group allocation. The effects were generally greater than group divisions, irrespective of the two conditions, but substantially smaller than initial social networks. These results indicate that interdisciplinary learning does not occur “automatically” in an interdisciplinary module. This study contributes to effective learning in interdisciplinary learning environments.
Rienties, B., & Héliot, Y. (2016). Enhancing (in)formal learning ties in interdisciplinary management courses: a quasi-experimental social network study. Studies in Higher Education. DOI: 10.1080/03075079.2016.1174986. Impact factor: 1.037.
Full version is available at: http://www.tandfonline.com/doi/full/10.1080/03075079.2016.1174986
preparing student teachers to integrate ICT in classroom practice: a synthesi...Vrije Universiteit Brussel
The need to better align teachers’ preparation in the integration of ICT with pedagogical issues and curriculum integration is well understood. Practical experiences from across the world sustain such viewpoints while at the same time emphasising the difficulties and challenges faced in the implementation of such programmes. Therefore, it is of great importance to understand the effectiveness of strategies to prepare student teachers. Given the lack of a comprehensive review about these strategies, the purpose of this study is to reveal the most useful strategies for contemporary ICT integration in student teacher education programmes. More specifically, a synthesis of qualitative research was used to locate, critically appraise and synthesise the evidence base (cf. Petticrew, 2001) for interventions to effectively prepare student teacher to integrate ICT in classroom practices.
Social Network Analysis: applications for education researchChristian Bokhove
What is your talk about?
This seminar will illustrate various social network analysis (SNA) techniques and measures and their applications to research problems in education. These applications will be illustrated from our own research utilising a range of SNA techniques.
What are the key messages of your talk?
We will cover some of the ways in which network data can be collected and utilised with other research data to examine the relationships between network measures and other attributes of individuals and organisations, and how it can be linked to other approaches in multiple methods studies.
What are the implications for practice or research from your talk?
SNA is an approach that draws from theories of social capital to study the relational ties that exist between actors or institutions in a specific context. Such ties might include learning exchanges or advice-seeking interactions. SNA techniques allow researchers to incorporate the interdependence of participants within their research questions, whereas many traditional techniques assume our participants, and their responses to our questions, are independent of one another.
In the discovery with models method identification relationships among students behaviors and characteristics or contextual variables are key applications.
IOSR Journal of Mathematics(IOSR-JM) is an open access international journal that provides rapid publication (within a month) of articles in all areas of mathemetics and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications in mathematics. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Improving Communication about Limit Concept in Mathematics through Inquisitio...IOSR Journals
In this action research study, where the subjects are our undergraduate grade mathematics students,
w e try to investigate the impact of direct ‘inquisition’ instruction on their communication and achievement.
We will strategically implement the addition of ‘replication’ study into each concept of limit over a four-month
time period and thus conclusion can be making for the rest of the Mathemat ics . The students practiced using
inquiry in verbal discussions, review activities, and in mathematical problem explanations. We discovered
that a majority of students improved their overall understanding of mathematical concepts based on an analysis
of the data we collected. We also found that in general, students felt that knowing the definition of
mathematical words are important and that it increased their achievement when they understood the concept as a
whole. In addition, students will be more exact in their communication after receiving inquiry instructions. As
a result of this research, we plan to continue to implement inquisition into daily lessons and keep replication
communication as a focus of the mathematics class
COMPUTER-BASED EXPERIMENT OF FREE FALL MOVEMENT TO IMPROVE THE GRAPHICAL LITE...Ellianawati Subali
The use of computer-based learning learning model improved the graphical literacy capability better than the traditional learning,
which covered ability to identify experimental variables, using the experimental tools, making a graph, formulating mathematical equation, making predictions on the basis of the graph
CLASSIFICATION OF QUESTIONS AND LEARNING OUTCOME STATEMENTS (LOS) INTO BLOOM’...IJMIT JOURNAL
Bloom’s Taxonomy (BT) have been used to classify the objectives of learning outcome by dividing the
learning into three different domains; the cognitive domain, the effective domain and the psychomotor
domain. In this paper, we are introducing a new approach to classify the questions and learning outcome
statements (LOS) into Blooms taxonomy (BT) and to verify BT verb lists, which are being cited and used by
academicians to write questions and (LOS). An experiment was designed to investigate the semantic
relationship between the action verbs used in both questions and LOS to obtain more accurate
classification of the levels of BT. A sample of 775 different action verbs collected from different universities
allows us to measure an accurate and clear-cut cognitive level for the action verb. It is worth mentioning
that natural language processing techniques were used to develop our rules as to induce the questions into
chunks in order to extract the action verbs. Our proposed solution was able to classify the action verb into
a precise level of the cognitive domain. We, on our side, have tested and evaluated our proposed solution
using confusion matrix. The results of evaluation tests yielded 97% for the macro average of precision and
90% for F1. Thus, the outcome of the research suggests that it is crucial to analyse and verify the action
verbs cited and used by academicians to write LOS and classify their questions based on blooms taxonomy
in order to obtain a definite and more accurate classification.
CLASSIFICATION OF QUESTIONS AND LEARNING OUTCOME STATEMENTS (LOS) INTO BLOOM’...IJMIT JOURNAL
Bloom’s Taxonomy (BT) have been used to classify the objectives of learning outcome by dividing the learning into three different domains; the cognitive domain, the effective domain and the psychomotor domain. In this paper, we are introducing a new approach to classify the questions and learning outcome
statements (LOS) into Blooms taxonomy (BT) and to verify BT verb lists, which are being cited and used by academicians to write questions and (LOS). An experiment was designed to investigate the semantic relationship between the action verbs used in both questions and LOS to obtain more accurate
classification of the levels of BT. A sample of 775 different action verbs collected from different universities allows us to measure an accurate and clear-cut cognitive level for the action verb. It is worth mentioning that natural language processing techniques were used to develop our rules as to induce the questions into
chunks in order to extract the action verbs. Our proposed solution was able to classify the action verb into a precise level of the cognitive domain. We, on our side, have tested and evaluated our proposed solution using confusion matrix. The results of evaluation tests yielded 97% for the macro average of precision and 90% for F1. Thus, the outcome of the research suggests that it is crucial to analyse and verify the action
verbs cited and used by academicians to write LOS and classify their questions based on blooms taxonomy in order to obtain a definite and more accurate classification.
Development and Evaluation of Concept Maps as Viable Educational Technology t...paperpublications3
Abstract: This study had developed and evaluated concept maps as viable educational technology to facilitate learning and assessment. The development process concluded upon establishing validity and reliability. These maps were classified into two: concept maps to facilitate learning; and, fill-in-the-maps to facilitate assessment. A one group pre-test-posttest pre-experimental design was employed. Fill-in-the-maps were utilized for unit pre-tests and posttests. Complete concept maps were used to facilitate learning. For midterm examination, students were given composition as basis for constructing concept map. For final examination, students were provided concept maps to write their own composition. Rubrics were used to assess students’ outputs. z-test for correlated means showed significant increases of Mean Percentage Score (MPS) from pre-test to posttest. The overall posttest result was correlated with those of objective, fill-in-the-map, map construction and composition writing. Significant correlations were observed. Results accentuated that concept maps can be developed and evaluated to facilitate learning and assessment.
Creating interactive digital books for the transition from secondary to under...Christian Bokhove
In the United Kingdom, many students struggle in their transition from secondary school mathematics to undergraduate mathematics. It is not always possible to remediate deficiencies in mathematical knowledge within a school setting. At the same time, we know that Intelligent Tutoring Systems can aid students in acquiring, practicing, and assessing mathematical content. In this paper, we will present interactive workbooks created at our institution, that cover units of study from the secondary A-level mathematics curriculum, comprising a series of technical expositions and a modular collection of quizzes. Each quiz addresses content equivalent of at most two classroom lessons and features automated feedback bespoke to the students’ (algebraic or numeric) input. The ‘digital books’ make use of a Computer Algebra System to provide automated feedback. The development of the books is a collaborative process in a ‘Community of Interest’ with local secondary teachers, developers recruited from local departments, and the Southampton Education School. An iterative design-based research approach was adopted for the development, with multiple opportunities for feedback and improvement. After initial prototyping, a teacher focus group will attend a follow-up session where they are invited to review the materials and to make suggestions or requests before implementing them with their students later in the year. We present preliminary reflections on the results of our reflective design-based process, and discuss how this process contributes to both better digital books and research insights.
Help-seeking in an online maths environment: A sequence analysis of log filesChristian Bokhove
In online mathematics environments feedback is often provided to help students make progress. However, the extent to which students make use of such feedback, so-called ‘help-seeking’, depends on numerous instructional variables, including the design of the online platform and individual student characteristics. Furthermore, student behaviour in such platforms are not independent events: the order in which tasks are completed matters, and we therefore have to study sequences of such events. This study used student data from UK students in grades 3 to 5 with at least 100 lesson records in the academic year ’18-’19 (N=1,799), totalling 1,048,575 records between December 2010 and January 2019, from an online mathematics platform. Sequence analysis was applied to the data to uncover patterns of help-seeking. The results showed that help, task difficulty and precision interact, demonstrating the usefulness of learning analytical approaches like sequence analysis.
Learning loss and learning inequalities during the covid-19 pandemic: an anal...Christian Bokhove
The transition to distance schooling during the pandemic has exacerbated inequalities by socio-economic status (SES) due both to the gap in the volume of schoolwork completed and to the relative ability or inability of some parents to support their children’s learning. In this presentation I will report on a longitudinal analysis of Understanding Society data from the two school closures in April 2020 and January 2021, which colleagues Dr Nic Pensiero, Prof Tony Kelly and I conducted for the ESRC. The analysis included parents' occupations, computer availability and parents' work patterns. The provision of schoolwork improved in both primary and secondary schools in the second closure period compared to the first school closure period, with the increased provision explained by the more lessons, greater availability of computers and families being better prepared for the second school closure. While parental occupation alone was found to be a significant determinant of differences in the volume of schoolwork among students, its effect was amplified when combined with student access to computers, family circumstances and parental working patterns. Primary school children of single parents who worked from home were able to reduce the gap in schoolwork done compared to the most advantaged socio-economic group, but generally, inequalities between socio-economic groups in the uptake of schoolwork remained stable between the two school closure periods. I will discuss what these findings have taught us.
The challenge of proof in the transition from A-level mathematics to universityChristian Bokhove
Students’ difficulties with mathematical proof and transition from secondary to university mathematics are key topics within mathematics education research. In this talk, we report on research with the Southampton Mathematics department and A-level mathematics teachers. In the transition from A-level maths and further maths to undergraduate mathematics, the topic of proof always is a big challenge for students. In our study, we analysed answers to a ‘proof by induction’ task from first-year undergraduate mathematics students. Findings show that many students find the proof by induction process challenging. Results illustrate the difficulties students face when they are asked to engage with a proof by induction task within the Calculus context and provide insight into the transition from A-level maths to undergraduate maths. We highlight how a multidisciplinary team of mathematics specialists (mathematics education researchers, secondary maths teachers, mathematicians) created a resource to support A-level teachers, trialled in this academic year. The booklet ‘Thinking about Proof’ supports A-level teachers in teaching proof and facilitating a smoother transition to university mathematics.
(On)waarheden en (on)bekende zaken uit onderzoek over reken-wiskundeonderwijsChristian Bokhove
(On)waarheden en (on)bekende zaken uit onderzoek over reken-wiskundeonderwijs
Als je de geluiden in de media mag geloven, dan staat het reken-wiskundeonderwijs of elk moment op instorten of gaat het prima. Vaak worden deze claims kracht bijgezet door het citeren van onderzoek. Sommige criticasters zeggen dan ook wel dat je met onderzoek alles kunt bewijzen.
In deze lezing kijk ik naar verschillende bronnen die worden aangehaald bij discussies over het reken-wiskundeonderwijs. Onderwerpen die de revue passeren zijn:
• Wat internationale en nationale peilingen over de stand van ons reken-wiskundeonderwijs zeggen.
• Het complementaire karakter van vaardigheden en inzicht.
• Onderzoeksthema’s die veelvuldig langskomen in discussies, bijvoorbeeld met de inspectie en de recente NPO menukaart. Van enkele van deze thema’s, geef ik concrete voorbeelden hoe onderzoek soms ge- en mis-bruikt wordt.
Ik zal aangeven hoe onderzoek gezamenlijk vaak een pluriform en genuanceerd beeld van het reken-wiskundeonderwijs geeft, maar dat het belangrijk is om breed te lezen, de context te bevragen, en dieper te graven dan simplistische slogans.
Learning loss and learning inequalities during the Covid-19 pandemic: an anal...Christian Bokhove
For the report see https://www.southampton.ac.uk/publicpolicy/covid19/learning-inequalities-covid-19.page
For a recording of the talk see: https://login.microsoftonline.com/common/oauth2/authorize?client_id=cf53fce8-def6-4aeb-8d30-b158e7b1cf83&response_mode=form_post&response_type=code+id_token&scope=openid+profile&state=OpenIdConnect.AuthenticationProperties%3dAQAAAAIAAAAJLnJlZGlyZWN0YWh0dHBzOi8vd2ViLm1pY3Jvc29mdHN0cmVhbS5jb20vdmlkZW8vZjQzMTlhOGItNjI3ZC00MjVmLTkxNzgtNjUxNmJiMjRjNjA2P3JlZmVycmVyPWh0dHBzOi8vdC5jby8Ibm9uY2VLZXmbAWI3NThsQVZjX0dBV1l3elM1M1E4aUNMeklxeEhGck0yWlpFdjFKOW9DZDBfdHZURHZUVmFkcXJmNEF1YXBFeW9vc2JaSlVfSEFZeGRvaTB4Znpha3hlLURfNmFTR3VMb2tnVm55QjRjTU40TzctbnU5WFlvYU5YaS00LThocjhubFh6LWxXejRZelFSOTZSZ2hXTzY3VjlOS2tF&nonce=637623831282885943.OTE1YmY1ZGMtMmNlZC00MTAyLWFkN2ItNDBjMDQ0N2YzNWIxYzQ2ODYxMTMtNjkyOC00MjMxLWI3M2QtOTg2MjY5NDU1NTMz&nonceKey=OpenIdConnect.nonce.7YqZnnSsGsmDUjch5zMsEl3cEhi9f8LQh3pftMQ0ZWU%3d&site_id=500453&redirect_uri=https%3a%2f%2fweb.microsoftstream.com%2f&post_logout_redirect_uri=https%3a%2f%2fproducts.office.com%2fmicrosoft-stream&msafed=0&prompt=none
Computational Social Science – what is it and what can(‘t) it do?Christian Bokhove
Title: Computational Social Science – what is it and what can(‘t) it do?
What is your talk about?
In Computational Social Science (CSS) we use computer science algorithms to analyse qualitative data at scale. In this talk I define CSS, describe what the opportunities and barriers are in using such methods, and give examples from published research, for example on analysing thousands of Ofsted documents.
What are the key messages of your talk?
The use of CSS methods makes it is possible to analyse some data sources at scale that previously would be unrealistic to analyse ‘by hand’.
What are the implications for practice or research from your talk?
CSS allows both more qualitative and more quantitative researchers to analyse unstructured data sources at scale.
Short Biography
Dr Christian Bokhove is an Associate Professor in Mathematics. In his research, he combines conventional qualitative and quantitative methods with novel computational methods.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
1. Training mental rotation skills to
improve spatial ability
Christian Bokhove and Ed Redhead
BSRLM day conference, 12 November 2016, Brighton, UK
2. This study
• Arose from collaboration Education School and Psychology
department.
• Dr. Bokhove had been using well-known ‘Building blocks’
applet from Utrecht University.
• Dr. Redhead had worked with mazes and wayfinding.
• Common factor: spatial skills. Could they be trained?
• This presentation reports on the initial benchmarking in this
‘Mental Rotation Skills’ (MRS) project.
3. Aims
1. Online digital version of MRS measurement instrument.
2. Flexibility in environment to cater for different conditions
(demonstration later on) as MRS training tool.
3. To eventually see if MRS training
(i) improves MRS, but
(ii) also transfers to other spatial and maths domains, e.g.
wayfinding in mazes.
4. Spatial skills: MRS can be trained
• Meta-analysis of training studies for spatial skills: training in
mental rotation can lead to stable gains in MRS (Uttal et al.,
2013)
• Training benefited undergraduate students who initially
exhibited poor spatial skills (Sorby, 2009)
So, MRS can be trained
5. Spatial skills: MRS predicts maths
• Good spatial skills strongly predicts achievement and attainment
in science, technology, engineering, and mathematics fields
(Uttal et al., 2013)
• Thompson, Nuerk, Moeller and Kadosh (2013) strengthened the
observed link between spatial and numerical abilities.
And training:
• Spatial tasks are related to arithmetical and mathematical
performance (Dumontheil & Klingberg, 2011).
• Cheng and Mix (2014) found evidence that mental rotation
training improved maths performance in 6- to 8-year olds.
6. Spatial skills: MRS and wayfinding
• MRS good predictors of other large scale spatial abilities such
as orientation, route learning and wayfinding skills (Nori,
Grandicelli & Guisberti, 2006).
• Particularly the case in children (Fenner, Heathcote, &
Jerams-Smith, 2000; Merrill, Yang, Roskos & Steele, 2016).
So, we want to work more on training MRS and transfer to
maths and wayfinding.
7. Platform
• Digital Mathematics Environment. Started as project in
Netherlands at Utrecht University.
• Extended into MC-squared platform (www.mc2-project.eu)
and Numworx.
• Allows integration of ‘widgets’ in digital maths books, within
a Learner Management System (scope too wide to elaborate,
please ask if interested).
8. Methodology
• Lab-based: psychology students. 43 undergraduate
Psychology students from a university in England.
• We measure wayfinding before and after.
• 2x2 factorial design. The two conditions are:
• Treatment group. This group will use a combined assessment and
training tool based on a standardized MRS instrument.
• Control group. Students in the control condition will complete
crossword puzzles similar to those used as filler tasks in previous
research on MRS (e.g. Cherney, 2008).
• JASP 0.8 beta.
10. • Ganis and Kievit (2015),
based on Shepard and
Metzlar (1971)
• Validated mental rotation
stimuli
• 48 sets of two block buildings
with 7 to 11 cubes
• Four arms rotated over four
angles: 0, 50,
100 and 150o
• ‘Same’ and
‘different’
http://openpsychologydata.metajnl.com/article/10.5334/jopd.ai/
13. Results
• Collectively, the 43 students made 43×48=2064 assessment items for
MRS, and 2×43=86 mazes
• We had three aims:
1. Online digital version of MRS measurement instrument.
2. Flexibility in environment to cater for different conditions
(demonstration later on) as MRS training tool.
3. To eventually see if MRS training (i) improves MRS, but (ii) also
transfers to other spatial and maths domains, e.g. wayfinding in
mazes.
14. Aim 1: MRS instrument
• Similar behaviour as Ganis and Kievit (2015)
• Differences ‘same’ and ‘different’.
19. Aim 3: relation maze tasks
• Assumptions ANCOVA met (no difference groups and
homoscedasticity)
• Gain in seconds, treatment group reduction in duration,
control increase.
• When controlling for pre-test maze score, MRS duration and
MRS precision, as well as the interaction between MRS
duration and precision there was no statistically significant
difference between control and treatment group on the
post-test maze score.
20. Limitations and further research
• Undergraduate setting. Extending to naturalistic setting.
• Tension length of treatment and (supposed) effectiveness.
• No interaction in MRS tool (while it does this so nicely!).
Consequences of first wanting baseline.
22. References
Boon, P. (2009). A designer speaks: Designing educational software for 3D geometry. Educational designer, 1(2), 1-11.
Cheng, Y-L., & Mix, K.M. (2014). Spatial training improves children’s mathematics ability. Journal of cognition and development, 15(1),
2-11.
Cherney, I.D. (2008). Mom, let me play more computer games: they improve my mental rotation skills. Sex Roles, 59, 776-786.
Dumontheil, I., & Klingberg, T. (2011). Brain activity during visuospatial working memory task predicts arithmetical performance 2
years later. Celebral Cortex, 22, 1078-1085.
Fenner, J., Heathcote, D., & Jerrams-Smith, J. (2000). The development of wayfinding competency: Asymmetrical effects of visuo-
spatial and verbal ability. Journal of Environmental Psychology, 20, 165-175.
Ganis, G & Kievit, R.A. (2015). A New Set of Three-Dimensional Shapes for Investigating Mental Rotation Processes: Validation Data
and Stimulus Set. Journal of Open Psychology Data 3(1):e3, DOI:http://dx.doi.org/10.5334/jopd.ai
Merrill, E. C., Yang, Y., Roskos, B., & Steele, S. (2016). Sex differences in using spatial and verbal abilities influence route learning
performance in a virtual environment: A comparison of 6- to 12-year old boys and girls. Frontiers in Psychology: Developmental
Psychology, 7(Article 258), 1-17.
Nori, R., Grandicelli, S., & Giusberti, F. (2006). Visuo-spatial ability and wayfinding performance in real-world. Cognitive Processing, 7,
S135-S137. doi:10.1007/s10339-006-0104-4
Shepard, R. N. and Metzler, J. (1971). Mental rotation of three-dimensional objects. Science 171(3972): 701–703,
doi:http://dx.doi.org/10.1126/science.171.3972.701
Sorby, S. (2009). Educational Research in Developing 3-D Spatial Skills for Engineering Students. International Journal of Science
Education, 31, 459-480.
Thompson, J.M., Nuerk, H-C., Moeller, K., & Kadosh, R.C. (2013). The link between mental rotation ability and basic numerical
representations, Acta Psychologica, 144(2), 324-332.
Uttal, D. H. et al. (2013). The Malleability of Spatial Skills: A Meta-Analysis of Training Studies. Psychological Bulletin, 139, 352-402.
Editor's Notes
Prior research indicates that spatial skills, for example in the form of Mental Rotation Skills (MRS), are a strong predictor for mathematics achievement. Nevertheless, findings are mixed whether this is more the case for other spatial tasks or, as others have stated, numerical and arithmetical performance. In addition, other studies have shown that MRS can be trained and that they are a good predictor of another spatial skill: route learning and wayfinding skills. This paper presentation explores these assumptions and reports of an experiment with 43 undergraduate psychology students from a Russell Group university in the south of England. Participants were randomly assigned to two conditions. Both groups made pre- and post-tests on wayfinding in a maze. In-between the intervention group trained with an MRS tool the first author designed in the MC-squared platform, which was based on a standardized MRS task (Ganis & Kievit, 2015). The control group did filler tasks by completing crossword puzzles. Collectively, the 43 students made 43×48=2064 assessment items for MRS, and 2×43=86 mazes. Although the treatment group showed a decrease in time needed to do the maze task, while the control group saw an increase, these changes were not significant. Limitations are discussed.