2,530 research outputs found
Exploratory talk within collaborative small groups in mathematics
No full textThis report describes one aspect of a wider research study on exploratory talk within collaborative small groups in secondary mathematics lessons. It outlines students’ views of using collaborative activity to learn mathematics. The fuller research study explores the extent to which exploratory talk occurs in collaborative peer groups in secondary mathematics classrooms
Assessment of (computer-supported) collaborative learning
No full textWithin the Computer-Supported Collaborative Learning (CS)CL research community there has been an extensive dialogue on theories and perspectives on learning from collaboration, approaches to scaffold (script) the collaborative process, and most recently research methodology. In contrast, the issue of assessment of collaborative learning has received much less attention. This article discusses how assessment of collaborative learning has been addressed, provides a perspective on what could be assessed, and highlights limitations of current approaches. Since assessment of collaborative learning is a demanding experience for teachers and students alike, they require adequate computer-supported and intelligent tools for monitoring and assessment. A roadmap for the role and application of intelligent tools for assessment of (CS)CL is presented
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Online Profiles and Unique Author Identifiers
No full textPresentation for the Cross Timbers Library Collaborative (CTLC) Scholarly Communications and Digital Curation (SCDC) Affinity Group 2013 Winter Meeting. This presentation discusses online profiles and unique author identifiers, their importance, features, and strategies for successfully using them
Continuous Glucose Monitoring in Pregnancy: Importance of Analyzing Temporal Profiles to Understand Clinical Outcomes
No full textOBJECTIVE: To determine if temporal glucose profiles differed between 1) women who were randomized to real-time continuous glucose monitoring (RT-CGM) or self-monitored blood glucose (SMBG), 2) women who used insulin pumps or multiple daily insulin injections (MDIs), and 3) women whose infants were born large for gestational age (LGA) or not, by assessing CGM data obtained from the Continuous Glucose Monitoring in Women With Type 1 Diabetes in Pregnancy Trial (CONCEPTT).
RESEARCH DESIGN AND METHODS: Standard summary metrics and functional data analysis (FDA) were applied to CGM data from the CONCEPTT trial (RT-CGM, n = 100; SMBG, n = 100) taken at baseline and at 24- and 34-weeks gestation. Multivariable regression analysis determined if temporal differences in 24-h glucose profiles occurred between comparators in each of the three groups.
RESULTS: FDA revealed that women using RT-CGM had significantly lower glucose (0.4–0.8 mmol/L [7–14 mg/dL]) for 7 h/day (0800 h–1200 h and 1600 h–1900 h) compared with those with SMBG. Women using pumps had significantly higher glucose (0.4–0.9 mmol/L [7–16 mg/dL]) for 12 h/day (0300 h to 0600 h, 1300 h to 1800 h, and 2030 h to 0030 h) at 24 weeks with no difference at 34 weeks compared with MDI. Women who had an LGA infant ran a significantly higher glucose by 0.4–0.7 mmol/L (7–13 mg/dL) for 4.5 h/day at baseline; by 0.4–0.9 mmol/L (7–16 mg/dL) for 16 h/day at 24 weeks; and by 0.4–0.7 mmol/L (7–13 mg/dL) for 14 h/day at 34 weeks.
CONCLUSIONS: FDA of temporal glucose profiles gives important information about differences in glucose control and its timing, which are undetectable by standard summary metrics. Women using RT-CGM were able to achieve better daytime glucose control, reducing fetal exposure to maternal glucose
SemCW: Semantic Collaborative Writing using RST
No full textDuring collaborative writing each author works on a copy of the shared document. These copies are then merged to produce the final document. This asynchronous work is supported by several collaborative writing tools. While these tools are excellent at merging and detecting syntactic conflicts, they are not able to easily recognise semantic inconsistencies. This hinders the coherence of the document because while each individual copy might be well constructed, they may not be after the merge. To address this, we investigate the combination of the Rhetorical Structure Theory with Operational Transformation approach. In this paper, we define a data model, a set of operations to manipulate the RST structures and a set of transformation functions. A validity checker alerts the authors to areas in the text with possible semantic lapses in the merged documents
A narrative-based collaborative writing tool for coherent technical documents
No full textOne important feature of an effective document that makes it easy to read and understand is known as coherence. Technical documents produced collaboratively are often incoherent due to a lack of group consensus and misaligned contributions by the individual authors. However, current document planning techniques and writing tools do not provide explicit support for improving coherence. The goal of this research, therefore, is to develop and evaluate a new technique and tool that helps teams of authors to structure coherent technical documents. The coherence of a document can be attributed to the story (or narrative) it conveys to the reader. If this story is consistent and coherent, the same can be said about the document. A discourse theory such as Rhetorical Structure Theory (RST) that has been developed by linguists helps further to analyse and improve a narrative. RST explains the coherence of a text by virtue of relationships (such as “paragraph A justifies paragraph B”) between parts of the text. This research has combined the ideas from these parallel strands of research to develop a new document planning technique called narrative-based writing. The method involves writing down an explicit précis of the story (called a document narrative or DN) and then analysing it using RST. The DN and RST analysis are then used to structure the eventual document. To extend the usability of narrative-based writing to geographically-dispersed authors, I have designed and implemented a collaborative tool that allows co-authors to edit, analyse and review DNs. The thorough design for the tool uses a combination of three models (conceptual, business process and functional) culminating in a set of functions that enable collaborative narrative-based writing. This dissertation discusses how, in the future, these functions could be incorporated in existing collaborative writing tools. Implementing this tool, albeit in its current prototypic state, has been invaluable in understanding the complexities of modelling and manipulating DNs and RST structures. Initial investigations using the new technique and tool have been positive, encouraging me to continue the research and evaluation in this field
Collaborative governance: framing New Zealand practice
No full textCollaborative governance is talked about as something New Zealand needs to have more of, to deal with the sorts of issues governement faces today, like solving use and conservation of fresh water. There is even some promising practice of collaborative governance such as through the Land and Water Forum. Yet beyond this well-known example, the government, the public sector and the public of New Zealand do not have ready access to information about collaborative governance: what it is; what is entails; when this mode of governance is likely to be effective; and what is needed for successful collaborative governance. This working paper addresses this gap
Paracetamol and antibiotics in childhood and subsequent development of wheezing/asthma: Association or causation?
No full textBackground: Several studies found an association between early administration of paracetamol and antibiotics and development of wheezing. This could be due to confounding: wheeze and asthmatic symptoms in early childhood are difficult to distinguish from respiratory tract infections that are widely treated with these drugs; in case of persistence of symptoms up to school age, this could explain the observed relationship. Methods: We investigated the association between paracetamol and antibiotics use in the first year of life and wheezing phenotypes, i.e. wheezing starting in different time periods (early, persistent and late-onset) in the SIDRIA-2 study, a cross-sectional survey of 16 933 children aged 6-7 years. Directed acyclic graph (DAG) was used to depict the causal structure. Results: Paracetamol and antibiotics administration in the first year were associated with early wheezing (first 2 years of life only) [odds ratio (OR): 2.27; 95% confidence interval (95% CI): 1.98-2.62 and OR = 3.76, 95% CI: 3.31-4.27] and with persistent wheezing (first 2 years + last 12 months) (OR = 1.77, 95% CI: 1.49-2.10 and OR = 3.06, 95% CI: 2.60-3.60), whereas the association with late-onset wheezing (in the last 12 months only) was weak (OR = 1.12, 95% CI: 0.97-1.31 and OR = 1.18, 95% CI: 1.02-1.38 for paracetamol and antibiotics, respectively). DAG shows that even in the absence of a direct (causal) arrow from early drugs use to wheezing at school age, the two are associated due to confounding (through the 'infection' node). Conclusions: It is important to take into account different phenotypes in order to disentangle the association of paracetamol and antibiotics with wheezing. Published by Oxford University Press on behalf of the International Epidemiological Association. © The Author 2011; all rights reserved
Collaborative Reverse Engineering Design Experiment Using PLM Solutions
No full textThe current climate of economic competition forces businesses to adapt to the expectations of their customers. To achieve this, in spite of the increasing complexity of mechanical systems, it becomes necessary, amongst other things, to reduce design time. Faced with new challenges, practices in design training must evolve to allow students to be mindful of these evolutions as well as to be able to manage projects in these new work environments. After presenting a state of the art of collaborative tools used in product design, our paper presents an experiment focusing on the reverse engineering of a complex mechanical product. This experiment was carried out between two centers of the Arts et Métiers ParisTech School of Engineering, located in Paris and Angers.Weanalyze the results obtained in this experiment and propose a collaborative environment that is well suited to our needs for design education, based on ‘‘Product Lifecycle Managament’’ (PLM) concepts. Finally, we present some modifications in collaborative design courses for our students, and we implement network modifications in order to significantly improve the ease of use of the design environment
Experiences of learning through collaborative evaluation from a masters programme in professional education
No full textThis paper presents findings from a collaborative evaluation project within a masters programme in professional education. The project aimed to increase knowledge of research methodologies and methods through authentic learning where participants worked in partnership with the tutor to evaluate the module which they were studying. The project processes, areas of the course evaluated and the data collection methods are outlined. The findings focus on key themes from evaluating the effectiveness of using a collaborative evaluation approach, including: enhanced student engagement; creativity of the collaborative evaluation approach; equality between the tutor and students; and enhanced research skills. Discussion focuses on the outcomes and effectiveness of the project and tutor reflections on adopting a collaborative approach. This paper highlights lessons from the project relevant to those interested in staff-student partnership approaches and those facilitating postgraduate learning and teaching programmes and educational research courses
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