bluuebunny/crossref_metadata_2025 huggingface dataset:
From text to audiovisual feedback: enhancing clarity, usefulness and satisfaction
Authors: Ryan Tracii , Phillips Michael , Henderson Michael
Published: October 2022

Research demonstrates that students generally find digitally recorded assessment feedback comments to be more satisfying than text-based feedback comments. However, positive perceptions of digitally recorded feedback may be impacted by the confidence and experience of the educator who is providing the comments. As such, this paper reports on an exploratory study in which we compare students’ perceptions of the text-based and digitally recorded feedback created by five tutors in the same subject. Survey data were collected from 81 students, of which 58 received text-based and 23 received digitally recorded feedback comments. Students who received digitally recorded feedback comments provided consistently higher ratings for feedback clarity, usefulness, and satisfaction than students who received text- based feedback comments. It is proposed that the media enables these effects, but the structure of the feedback design is also important.
Learning design is not a prescription: Framing and disposition in collaborative infrastructure
Authors: Spence Natalie
Published: October 2022

Same task, same instructions, same tools, different outcomes. What students bring to a group assessment task, their disposition, and how they make sense of what is being asked of them, their framing, will influence how they explicitly and tacitly construct and use a collaborative infrastructure. Learning design can nudge towards a particular path, but a project and its supporting infrastructure is ultimately the epistemic work of the student group. In findings from case studies of seven group projects at an Australian university I compare framing and disposition of the groups with the infrastructure that they created around assessment tasks. I place the cases under three loose categories of shared knowledge creation and proffer suggestions for learning design, including individually-produced artefacts as part of group knowledge creation.
Piloted Online Training Module to Teach On-Site Safety in Engineering
Authors: Ta Frank , Valentine Andrew , Male Sally , Hassan Ghulam Mubashar
Published: October 2022

Change in Australian engineering industry has caused difficulty for engineering students to secure placements and engage with engineering practice. Consequently, universities are developing learning modules using digital simulations to expose engineering students to authentic engineering practice as part of their curricula. Many simulations use technology such as virtual reality that is not accessible to students off campus without significant resource investment. One of the important elements of engagement with practice is learning about safety in engineering. With the use of work integrated learning and distance education frameworks, this study developed and evaluated the effectiveness of an online desktop-based learning environment that students could access off-campus, in delivering safety education and awareness, and the benefits of online learning. Fifteen engineering university students (6 female) participated in an optional module using a desktop-based industrial site simulation. Pre and post testing were used to evaluate effectiveness of the module. Results indicated that the module significantly improved understanding and application of the job safety analysis technique and improved on-site safety awareness. The use of flexible online education is versatile and effective. Students benefitted from desktop-based simulation experiences incorporating authentic engineering scenarios and tasks that could be accessed online.
Evaluation of the use of VoiceThread for Assessments
Authors: Taleo Wendy , Reedy Alison , Isaias Pedro
Published: October 2022

Although multimodality is increasingly used in teaching, learning and assessment, there is little in the literature that speaks to how VoiceThread (VT) is used for assessment purposes in higher education. This study contributes to this knowledge by evaluating how VT was used for assessment purposes at one Australian university and exploring how lecturers and students experience the use of VT in assessment tasks. Data were collected through interviews with lecturers, surveys and a focus group with students and review of the use of the VT tool itself. A five-part VT assessment process was identified and support structures for staff and students were mapped. The study found that despite the multimedia capability of VT, text only slides and text with visual slides were the most common design of student created media, while text, audio and video commenting were used across the six units in the study. Lecturers primarily used audio comments and grades in the feedback process. While assessment submission was not always straight forward, and students required extra support with this unfamiliar tool, the opportunity to engage in multimodal assessment tasks was received positively by students and staff as an opportunity to enhance the diversity of assessment and feedback.
A Course Level Analysis of Academic Performance on Adult Learners
Authors: Tan Jess , Gervais Gabriel , Koh Hian Chye
Published: October 2022

Thanks, in part, to the rapid development and widespread adoption of the Internet and other online technologies, academic institutions are increasingly using analytics to enhance learning and teaching. Through the use of data mining techniques, this study examines some of the determinants at a course level that affect the academic performance of adult learners (which we will refer to as students in this paper) in the Singapore University of Social Sciences (SUSS). Formerly known as SIM University, SUSS is an institution that caters mainly to the learning needs of working adults although it offers a number of full-time undergraduate degree programmes to fresh school leavers. The data analysis found that students taking introductory blended courses performed better than those who took face-to-face courses of the same level. Furthermore, students of similar age taking level-2 courses outperformed students taking similar courses where the age difference was more significant. The findings indicate that no single optimal course design will lead to improved academic performance across all courses. Instead, educators should be ready to consider the nature, level, discipline and coursework component of each course to cater to the various students’ needs.
A three tier model to promote the institutional adoption of learning analytics
Authors: Warburton Steven , Elgort Irina , White Derek
Published: October 2022

Many institutions are making significant investments to build their learning analytics capability. However, creating a successful platform for large scale adoption of learning analytics (LA) is not simple. In this case study we describe the adoption of a three tier model designed for cross institutional engagement and implementation of LA at a medium sized tertiary education institution. We outline the actions taken at the three differentiated but interconnected levels of governance, projects and community. We analyse the results from activity in each of these three areas and, mark out a set of recommendations for future action that we anticipate will continue to drive and gain value from LA deployment across the institution.
Employing data to enhance teaching and learning in MENDAKI Tuition Scheme (MTS)
Authors: Mustapha Siti Afiyah , Li JiZhi , Chong Sylvia
Published: October 2022

The Malay community in Singapore has made significant social and economic progress over the years. In 2018, Singapore’s Ministry of Education released figures reflecting educational achievements over a 10-year period between 2008 and 2017. Indicators such as progress in national examinations and increased representation of Malay students in post-secondary institutions over the last decade are encouraging milestones of educational mobility. The community’s educational performance for key national examinations however is generally lower than that of other ethnic groups. Several researchers have highlighted the “under- attainment” of Singapore Malays. The MENDAKI Tuition Scheme (MTS), MENDAKI’sflagship programme, provides highly subsidised tuition to support socioeconomically disadvantaged students in their learning. This paper reports the pilot phase of a collaboration between a university in Singapore and MENDAKI. The primary aim of the collaboration is to leverage on the use analytics to enhance the teaching and learning of disadvantaged Malay students in the MTS. Other secondary aims of the collaboration are to establish structures and to build capability of MENDAKI in the use of data for evidence-based decision making.
Developing A Mobile Immersive Reality Framework For Enhanced Simulation Training: MESH360
Authors: Cochrane Thomas , Aiello Stephen , Wilkinson Norm , Aguayo Claudio , Cook Stuart
Published: October 2022

This paper reports on the second iteration prototype design stage of an immersive reality (XR) enhanced simulation project in critical healthcare higher education. While there is no doubt of the positive impact on the development of a variety of clinical skills through the use of XR in health education, a literature review indicates that the level of engagement with learning theory and the wider literature to inform the design of these learning environments is limited. The authors propose that XR can be employed within the learning environment to introduce critical elements of patient and practitioner risk and stress through environmental and socio-cultural influences without putting either students, educators, practitioners or patients at real risk, but create a safe learning environment that more authentically simulates these risk elements. The MESH360 project involves a collaborative transdisciplinary team of educational researchers, designers, practitioners, and working professionals in the design of mobile XR to enhance student and professional paramedic training to prepare practitioners for the environmental stressors and critical care decisions involved in high risk situations. Using Design Based Research (DBR), the project explores the impact of mobile XR enhanced simulation for novice and professional paramedics.
25 principles for effective instructional video design
Authors: Fyfield Matthew , Henderson Michael , Phillips Michael
Published: October 2022

This paper reports on the first phase of a broader study into effective design of instructional video. While instructional videos are increasingly popular as learning objects, increasingly easy to create by any educator, and have been shown to support effective learning as well as being scalable and re-usable, there is a lack of clarity about what educators need to consider when creating or choosing them. Instructional videos differ from other film media in that they are primarily intended to teach content, concepts, or skills. Building on Mayer’s (2014) work in which 15 instructional design principles were identified for multimedia learning, this paper presents 25 principles emerging from a broad-based exploratory literature review specifically focused on instructional video design.
Stakes in the potential of technology-enhanced learning: a STEM faculty case study
Authors: Godsk Mikkel
Published: October 2022

To successfully enhance learning in higher education with technology, it is essential to understand the main stakes in the potential of technology-enhanced learning. This paper presents a case study of these stakes at a traditional, campus-based STEM faculty. Based on four surveys, the paper identifies which potential educational purposes of technology that are prioritised by the management, the educators in general, the educators engaged in Learning Design, and the students in general as well as which prioritisations that are convergent and divergent. Furthermore, the paper discusses how these stakes may inform building an efficient Learning Design practice.
Seeing the wood for the trees: Insights into the complexity of developing pre-service teachers’ digital competencies for future teaching
Authors: Howard Sarah , Tondeur Jo , Ma Jun , Yang Jie
Published: October 2022

Developing digital competencies is a critical component in pre-service teacher training for future practice. However, this is a complex process which includes a range of strategies, and little is known about how they should be implemented. Methods that can address this complexity are needed to improve understanding of strategies to develop digital competency in teacher training. In this paper, data mining approaches are used to explore this issue, through analysis of preservice teachers’ experiences with six key digital competency strategies. Specifically, association rules analysis was conducted on a questionnaire dataset of 931 pre- service teachers’ experiences in their training, with 24 different practices representing the sixstrategies. Results showed four distinct clusters of associated strategies, which illustrates how the approach was able to reveal some complexity among digital competency strategies. The most important strategies were Authentic Experiences, Instructional Design and Role Models, showing multiple relationships and effects across all four clusters. Implications for practice suggest certain combinations of strategies are necessary to support pre-service teachers’ developing digital competencies. Future directions for research are discussed.
Improving return on investment in higher education retention: Leveraging data analytics insights
Authors: Huband Simon , Parkin Eric , Gibson David C. , Ifenthaler Dirk
Published: October 2022

This article describes data analytics action research initiatives that have gained traction at a university in Western Australia, with a focus on the return on investment of improving retention. In this report we focus on how actionable data can be provided and insights supported to the right stakeholders at various levels of the organization. The article will detail experiences with three levels of initiatives that have been implemented at the university: high level insights being delivered to faculty staff, the provision of integrated reports for lecturing staff, and the curation of ‘at-risk’ student lists for triage by student support staff. In conclusion, higher education institutions may consider five dimensions of learning and teaching operations: finding and selecting students; knowing learners and their expectations; just-in-time services, content, mentoring and support; anytime, anywhere accessibility; and global connectivity.
Higher Education Stakeholders’ Views on Guiding the Implementation of Learning Analytics for Study Success
Authors: Ifenthaler Dirk , Yau Jane Yin-Kim
Published: October 2022

Learning analytics show promise to support study success in higher education. Hence, they are increasingly adopted in higher education institutions. This study examines higher education stakeholders’ views on learning analytics utilisation to support study success. Our main research question was to investigate how ready higher education institutions are to adopt learning analytics. We derived policy guidelines from an international systematic review of the last five years of learning analytics research. Due to the lack of rigorous learning analytics research and adoption, this study examines how ready university stakeholders are to adopt learning analytics. In order to validate the guidelines, we conducted an interview study with 37 higher education stakeholders. The majority of participants stated that their institutions required further resources in order to adopt learning analytics but were able to identify what these resources were in order for successful implementation. Overall, stakeholders agree that learning analytics show much promise to support study success at higher education institutions.
A Proposal for Enhancing Students’ Evaluations through an Adaptive and Progressive Digital Feedback System
Authors: Jha Meena , Jha Sanjay , Cowling Michael , Clark Damien , Picton James
Published: October 2022

Students enrolled in a course are asked to complete an anonymous Student Evaluation Survey (SES) towards the end of the term that will provide the university with student feedback. The aim of the SES is to collect and use student feedback to enhance the overall design, delivery and outcomes as part course quality and enhancement processes. However, this traditional SES model is not without limitations. It has been observed that there has been a decline in response rate of SESs across universities risking insufficient sample sizes for meaningful and valid analysis. This coupled with their infrequent deployment, limited duration and inability to capture informal, time-sensitive feedback suggests that exploration into new ways of facilitating surveys is necessary. In this paper we present a work-in-progress collaborative project that proposes to augment traditional SES methods in a way that responds to the afore mentioned limitations, reimagining SESs to include regular informal weekly engagement with students.
Evaluating the implementation of an active learning platform in a team-based learning postgraduate Medical Program
Authors: Lee Irene , Wilcox Helen
Published: October 2022

“Active learning is generally defined as any instructional method that engages students in the learning process. In short, active learning requires students to do meaningful learning activities and think about what they are doing” (Prince, 2004). Basing his definition on foundational work done by Bonwell and Eison (Bonwell, 2000 and Eison, 2010), this definition of active learning has been widely accepted. In the first decade of the 21st century, notwithstanding educational technological tools were not as ubiquitous as it is now, strategies for active learning have already been developed to help direct teachers to better plan their lesson to incorporate such style of learning. The advancement of technology vis-a?-vis the proliferation of student response applications have revolutionized the way such learning is captured in the classroom.

This paper presents a context of a Medical School in the Faculty of Health, Medical Sciences (FHMS) of the University of Western Australia (UWA) undergoing changes to its cased-based learning (CBL) curriculum to a more time-efficient Team-based (TBL) one. At about the same time, there was an institution-wide implementation of an active learning platform in the institution. Juxtaposing the two elements led to this preliminary study of capturing student’s active learning in a Team-based context using the Analytic Dashboard from the active learning platform. Student engagement scores captured in the dashboard were very positive and the use of Eric Mazur Concept Testing Model helped achieve the active learning goals of the TBL sessions. Moving forward, future iterations of team-based learning sessions with the active learning platform could be deployed in other schools within FHMS that have case-based studies (CBL) in their curriculum and compared them to the TBL practice in Medical School.
Using social annotations to support collaborative learning in a Life Sciences module
Authors: Lee Seow Chong , Lee Zheng-Wei , Yeong Foong May
Published: October 2022

We used an online social annotation platform for Life Sciences undergraduates to develop self- efficacy in their own learning and to leverage on collaborative learning while annotating in groups. In particular, we were interested in supporting students in a large-class setting as they learn to read research articles as a means of integrating concepts with critical thinking. Students were tasked to post annotations based on their reading of two research articles. A graded quiz based on each article was administered after each reading. We used content analysis to analyse students’ annotations based on the ICAP framework as a proxy measure of cognitive engagement. Students actively participated in the assignment, with most annotations classified as constructive and interactive. However, the percentage of interactive annotations was low, suggesting that students do not perceive the need for interaction to understand the research article. The interactive annotations were further examined for quality of writing using the SOLO taxonomy. The quality of interactive annotations were high, with majority of the annotations at the “Relational” level. We propose that the use of social annotations provided a student-centered environment for individual learning, but scaffolds could be incorporated to foster interactions and collaborative learning among students.
Basic competence in online teaching: Preliminary lessons learned from a university's approach to assure faculty readiness in teaching online
Authors: Lim Li Siong , Lim May , Avnit Karin , Ming Ong Chee
Published: October 2022

While there have been studies into the roles and competencies of faculty in online learning environments, scholarly literature in the context of faculty accreditation is limited. This paper reports on the implementation of Technology Enhanced Learning framework in a university that aims at empowering the faculty members to use the best appropriate technology that enhance students’ learning outcomes. We present the process of overcoming multi-faceted challenges of designing and implementation of a work-in-progress initiative intended to ensure its faculty will be ready to teach online (and remotely) on their own. The initiative was designed to identify the most essential competencies of teaching online at a university, help faculty understand these competencies, evaluate their current skill level in relation to these competencies, and close any gaps in skills. Change management strategies of challenging current teaching and learning regime, sharing common vision, motivating for actions are used. Preliminary observations from the pilot indicate that this approach allowed faculty to measure their current skills and take steps to address skill deficiency, though various challenges in ensuring the entire faculty population is prepared for online teaching still exist.
Back to Basics: combining analytics and early assessment with personalised contact to improve student progress
Authors: Linden Kelly , Webster Lucy
Published: October 2022

Student progression, attrition and completion are key metrics for all Universities. Subject level progress rates can be a useful lead indicator of these metrics; thus allowing quality improvement activities to be piloted and evaluated in shorter timeframes. The aim of this pilot study was to examine the effect of a series of pre-census interventions on subject progress rates. In 2018, twenty five subjects from the Faculty of Science at Charles Sturt University were selected to participate in the pilot based on a history of poor subject progress rates. Approximately 700 disengaged students were identified via learning analytics and emailed in week 2. In weeks 3 and 4 a range of “triggers” were used to identify 425 students who remained disengaged and contact was made via phone and/or email. Overall average subject progress rates increased from 66% in 2017 to 80% in 2018 (p<0.05) with a significant reduction in the average number of fail and fail withdrawn grades (from 42 to 26 per subject, p<0.05). Overall, we demonstrated that significant improvements in subject progress rates can be achieved when academics and Divisional support staff work collaboratively to identify, contact and support disengaged students prior to the HECS census date.
Augmenting learning of immunology through an online learning package and a digital game – what’s next?
Authors: Low Pey Yng , Teoh Chun Ming , Lim Gaik Bee
Published: October 2022

Immunology, the study of the immune system, is a subject taken by tertiary life sciences students. It is perceived as difficult due to its technical terminologies and abstract concepts that are interlinked. To address these learning challenges, learning technologies were embedded into the curriculum of an immunology module. This paper describes the design, development and deployment of a digital game as well as an online learning package to enhance the learning of immunology. Key considerations in the incorporation of technology-enhanced learning into the curriculum are described. Student learning was enhanced, mainly through the animations and quizzes for the learning package, and the interaction and visuals for the game. However, not all students found the game engaging. Reflections on the effect of the learning technologies on student learning, sustainability and possible future directions will be discussed.
Study Progression, Success and Program Component Selection
Authors: Parkin Eric , Huband Simon , Ifenthaler Dirk , Gibson David C.
Published: October 2022

This article evaluates some of the underlying assumptions of a data analytics initiative being undertaken at an Australian university, which provide student support staff with lists of students who have enrolled in program components (classes) different from the plan prescribed in the curriculum (e.g., out of sequence, not on the plan). This study was undertaken with the assumption that these ‘inappropriate’ enrolments might negatively impact student progression and success. The analysis suggests that student progression is significant negatively affected; in particular, students can be prevented from studying full-time, extending the time needed to complete their program. However, the impact on student success was found to be minimal. The findings help to demonstrate the impact of the data initiative, and the value of continuing and expanding its use into the future.
Personalising medical education: ePortfolios for workplace- based assessment
Authors: Philip Robyn , Wozniak Helen , Bowker Shari , Bailey Chantal , Green Alison
Published: October 2022

There is much literature on the challenges of designing for and implementing ePortfolios. Issues include technology management and overcoming barriers to acceptance and usability. Yet as higher education practitioners we find ourselves continually stumbling over these issues. Through discussion of a work-in progress case study at a large Australian medical school, we raise some of the design and implementation issues that impacted integration and facilitation of an ePortfolio system. The system was created to support students’ personal learning, and evidencing and assessment of clinical competence. Recognising the importance of context, we focus on a Workplace Learning Portfolio (WLP) course, in which an ePortfolio system was adopted to support and deliver workplace-based assessments for students in Years 3 and 4 of a Doctor of Medicine (MD) program. Discussion centres around the promise and reality of concurrently implementing curriculum and technological change with a large cohort of domestic and international students. The complexity of using an ePortfolio system to identify students at risk of academic failure is raised, as is an example of unexpected student engagement with personalised learning.
The Active Learning Platform a year after implementation: Lessons from the lake of hope
Authors: Poulsen Simone , Campbell Chris , Sankey Michael
Published: October 2022

This study investigated the uptake of the Echo360 Active Learning Platform (ALP) by academic staff at Griffith University. This research will inform future deployment prospects of this platform and seeks to discover the best ways to support staff in utilising its newer features to help students engage with their educational content. The study reports on the uptake one year after the implementation of the new features. It reports on data at two levels, firstly from the overall uptake of the new features in the tool and, more particularly, it reports on how a smaller number of staff have engaged with the tool over the last six months. Results suggest although the many new features in this tool have been welcomed by staff, the uptake is slower than had been predicted. Those who used the new features have reported student engagement with the tool in face to face classes and increased lecture attendance. However, some academics found the platform difficult to use and that it takes more time than expected to understand features. The paper reports reasons for this and provides some insights as to what can be done next to see a further increase in the level of engagement.
Fostering interdisciplinarity through blended learning
Authors: Rashid Rafi , Lim Mingxun
Published: October 2022

Many of the complex problems we face in the 21st century necessitate an interdisciplinary approach. However, most university curricula still prioritize discipline-focused education. There is, therefore, an urgent need to train students to deal effectively with such real-world problems. To foster interdisciplinarity, we implemented blended learning in a mandatory PhD course which has so far relied on didactic modes of instruction. For one of the topics in the course, we included various online activities, e.g. micro-lectures, asynchronous forum discussions, instructor and peer feedback, which were designed to help prepare students for summative group presentations. When we analyzed their presentation scores, we found that they had performed better on the topic supported by blended learning than the one that followed the traditional didactic format. The survey and interview responses suggested that the instructor feedback, peer feedback and micro-lectures promoted interdisciplinary thinking. Even though students did not like using the forum to discuss their projects, they agreed that the instructor’s contributions to the forum discussions were helpful in guiding the interdisciplinary conversation. Overall, our findings suggest that blended learning helps to promote interdisciplinarity in the postgraduate classroom.
Integrating digital literacies through blended learning in a first-year undergraduate course
Authors: Schwenger Bettina
Published: October 2022

The use of digital learning in New Zealand’s tertiary and higher education opens up new opportunities but simultaneously raises concerns about students’ digital literacies. In collaboration with two teachers, the researcher responded to digital information literacy demands in relation to the students’ capabilities. The paper considers how integrated online resources were used to develop students’ digital information literacy (DIL) in a first-year undergraduate course in Education and to enhance the blended learning in the course. Educational Design Research with three research phases as methodological approach supported the collaboration. Research instruments with students included questionnaires and focus groups; staff shared their experiences through interviews, meetings, emails and reflections.
Developing a DBR Model for Designing Authentic Healthcare Solutions: Mobile and Wearable Technologies
Authors: Sinfield David , Cochrane Thomas
Published: October 2022

This concise paper outlines the initial stages of a project involving a transdisciplinary team of educational researchers, practitioners, student designers, and the Auckland Hospital Design Lab in the design of innovative technology enhanced solutions to enhance patient and health care practitioner experiences. We outline the methodological design of the collaborative Design Based Research (DBR) approach. Using DBR, the project explores real world problems in health care with a team of student designers evaluating the application of mobile and wearable technologies to these problems. The goal of the project is the development of design principles for innovative learning environments that facilitate student-determined learning in real world scenarios.
It’s Elemental: Technology Enhanced Learning (TEL) as scalable and sustainable student-centered practice in context
Authors: Wheaton Hilary , Young Sherman
Published: October 2022

Many educational institutions are facing the challenge of how to implement Technology Enhanced Learning (TEL) in a meaningful, scalable and sustainable manner. This implementation is not a transition from change project to business as usual, but a fluid and continual narrative embraced by all that must be personalized for the diverse cohort it impacts. RMITs ongoing and evolving solution involves a combination of approaches that touch on strategic initiatives that operationalize standards (Elements) for consistency of student- centered teaching, capability building and training, resource development, technology implementations and organizational structures. This solution allows meaningful collaboration between professional and academic staff that values the interplay between learning design and discipline specific teaching practice. To operationalize this TEL solution with a focus on student-centred teaching, agile approaches have been used at RMIT. These approaches assist in placing value on people and the holistic relationship and interdependencies between the context of teaching and learning activities, and the methodologies used to enable change in practice.
In the Village: Enabling transformative and student led engagement with social science making through the design of technology rich learning spaces
Authors: Bryant Peter
Published: October 2022

Learning through making has emerged as a critical form of pedagogy in the digital era of higher education, supporting active learning, students as co-creators and co-designers of their own learning and accessible forms of experiential education. Much of the existing literature and practice in making focuses on how to embed maker pedagogy within STEM fields and arts and media practice. This paper will explore the unique nature of making in social science education and role of technology rich spaces that were designed and deployed at the London School of Economics and Political Science in the United Kingdom played in supporting students to engage in social science making connected to assessment, teaching and as ways of navigating their own pathways through and inside their own village of learning spaces.
Skills, practice and challenges in the adoption of learning technologies in training and adult education
Authors: Chen Zan
Published: October 2022

Training and Adult Education is critical to Singapore’s effort to compete in the global economy and respond to its major economic and social challenges. iN.LEARN 2020, a key SkillsFuture initiative was introduced to catalyse the adoption of blended learning, through the use of technology-enabled learning and workplace learning, to enhance learning accessibility and relevancy. This paper reports the first nationwide survey that investigates the training and adult education landscape in Singapore. The findings provide baseline information of the current status of the use of learning technology in training and adult education and highlight issues and challenges in the adoption of learning technologies. A considerable proportion of training providers (47%) and adult educators (77%) reported using learning technologies in their training related work, however, use of learning technology may not linked to better learner experience or deep learning. Cost and lack of expertise are main obstacles to effective adoption of learning technologies. It provides implications to training organisations and adult educators to review their current programmes and skills, and to better design and implement technology enhanced learning. It also has implications for building partnerships among government agencies, enterprises and training providers and professionals to favourably exploit cutting- edge technology to support learning and performance.
Hepatic arterial buffer response in monochorionic diamniotic pregnancies with twin-to-twin transfusion syndrome
Authors: Cruz Jader de Jesus , Bernardeco Joana , Cohen Alvaro , Serrano Fatima
Published: October 2022

Objectives

Hepatic arterial buffer response (HABR) is an important regulatory process for hepatic blood flow. Its activity has been described in some fetal adverse conditions but in twin-to-twin transfusion syndrome (TTTS) it is unknown if such response is present. The aim of this study is to test the hypothesis that HABR operates in monochorionic diamniotic twins (MCDA) with TTTS.

Methods

Hepatic artery pulsatility index (PI) and peak systolic velocity (PSV) were measured prospectively in 64 MCDA pregnancies. 43 without TTTS (group 1) and in 21 pregnancies with TTTS (group 2). We calculated ratios for PI (HAPI-ratio) and PSV (HAV-ratio) between recipient and donor in group 2 or bigger and smaller fetus in group 1 and compared groups. The association of HAV-ratio and HAPI ratio with TTTS, relation with other fetal Dopplers and reliability of measurement by a single operator were investigated.

Results

HAV-ratio and HAPI-ratio appears to be independent from fetal Dopplers, estimated weight and gestational age. In group 2, HAV-ratio is lower than group 1 (p<0.001, 95% CI 0.443–0.643). In group 1 the mean HAV-ratio is 1.014 (±0.021) while in group 2 is 0.47 (±0.035). HAPI-ratio is lower in group 2 than in group 1 although this difference was not significant (p=0.066, 95% CI −0.007–0.231). A good reliability of measurements of hepatic artery PSV and PI was demonstrated by intraclass correlation coefficient analysis (ICC 0.971 95% CI 0.963–0.977, p<0.001 and ICC 0.694 95% CI 0.596–0.772, p<0.001, respectively).

Conclusions

Monochorionic pregnancies with TTTS are associated with lower HAV-ratios. This could be explained by an active HABR.
Deterministic nanoantenna array design for stable plasmon-enhanced harmonic generation
Authors: Jeong Tae-In , Oh Dong Kyo , Kim San , Park Jongkyoon , Kim Yeseul , Mun Jungho , Kim Kyujung , Chew Soo Hoon , Rho Junsuk , Kim Seungchul
Published: October 2022

Plasmonic nanoantennas have been extensively explored to boost nonlinear optical processes due to their capabilities to confine optical fields on the nanoscale. In harmonic generation, nanoantenna array architectures are often employed to increase the number of emitters in order to efficiently enhance the harmonic emission. A small laser focus spot on the nanoantenna array maximizes the harmonic yield since it scales nonlinearly with the incident laser intensity. However, the nonlinear yield of the nanoantennas lying at the boundary of a focused beam may exhibit significant deviations in comparison to those at the center of the beam due to the Gaussian intensity distribution of the beam. This spatial beam inhomogeneity can cause power instability of the emitted harmonics when the lateral beam position is not stable which we observed in plasmon-enhanced third-harmonic generation (THG). Hence, we propose a method for deterministically designing the density of a nanoantenna array to decrease the instability of the beam position-dependent THG yield. This method is based on reducing the ratio between the number of ambiguous nanoantennas located at the beam boundary and the total number of nanoantennas within the beam diameter to increase the plasmon-enhanced THG stability, which we term as the ratio of ambiguity (ROA). We find that the coefficient of variation of the measured plasmonic THG yield enhancement decreases with the ROA. Thus, our method is beneficial for designing reliable sensors or nonlinear optical devices consisting of nanoantenna arrays for enhancing output signals.
Sustainability of Arabica coffee business in West Java, Indonesia: A multidimensional scaling approach
Authors: Yusuf Eddy S. , Ariningsih Ening , Ashari  , Gunawan Endro , Purba Helena J. , Suhartini Sri H. , Tarigan Herlina , Syahyuti  , Hestina Juni , Saputra Yonas H. , Wulandari Suci , Ilham Nyak , Ariani Mewa
Published: October 2022

Arabica coffee plantation area is limited, and production is still low while demand increases. The development of Arabica coffee in Indonesia faces many obstacles that threaten its sustainability. The objective of this study is to determine the sustainability status of the Arabica coffee business in West Java and formulate a sustainability strategy. Primary data were obtained through interviews with respondents and key persons from relevant stakeholders from upstream to downstream using a structured questionnaire. The study was conducted in August‒October 2021 in Garut District, West Java. Multidimensional Scaling (MDS) was used to assess the sustainability status of the Arabica coffee business in five dimensions, i.e., ecological, economic, social, marketing, and institutional. The results show that the Arabica coffee business in West Java is fairly sustainable, with an average score of 55.65%. The MDS analysis for each dimension reveals that the social dimension has the highest score (62.45%), followed by the ecological dimension (59.01%), the economic dimension (53.00%), the institutional dimension (51.92%), and the marketing dimension (51.87%). This study emphasizes five actions as parts of the sustainability strategy, i.e., adaptation and mitigation of climate change, creative efforts to increase farmers’ income, human resource capacity building, strengthening business partnerships, and strengthening farmer organizations.
Terminology for chain polymerization (IUPAC Recommendations 2021)
Authors: Fellows Christopher M. , Jones Richard G. , Keddie Daniel J. , Luscombe Christine K. , Matson John B. , Matyjaszewski Krzysztof , Merna Jan , Moad Graeme , Nakano Tamaki , Penczek Stanislaw , Russell Gregory T. , Topham Paul D.
Published: October 2022

Chain polymerizations are defined as chain reactions where the propagation steps occur by reaction between monomer(s) and active site(s) on the polymer chains with regeneration of the active site(s) at each step. Many forms of chain polymerization can be distinguished according to the mechanism of the propagation step (e.g., cyclopolymerization – when rings are formed, condensative chain polymerization – when propagation is a condensation reaction, group-transfer polymerization, polyinsertion, ring-opening polymerization – when rings are opened), whether they involve a termination step or not (e.g., living polymerization – when termination is absent, reversible-deactivation polymerization), whether a transfer step is involved (e.g., degenerative-transfer polymerization), and the type of chain carrier or active site (e.g., radical, ion, electrophile, nucleophile, coordination complex). The objective of this document is to provide a language for describing chain polymerizations that is both readily understandable and self-consistent, and which covers recent developments in this rapidly evolving field.
Coupled microscopic and micromagnetic depth-specific analysis of plastic deformation and phase transformation of metastable austenitic steel AISI 304L by flow forming
Authors: Rozo Vasquez J. , Kanagarajah H. , Arian B. , Kersting L. , Homberg W. , Trächtler A. , Walther F.
Published: October 2022

This paper presents the characterization of the microstructure evolution during flow forming of austenitic stainless steel AISI 304L. Due to plastic deformation of metastable austenitic steel, phase transformation from γ-austenite into α’-martensite occurs. This is initiated by the formation of shear bands as product of the external stresses. By means of coupled microscopic and micromagnetic investigations, a characterization of the microstructure was carried out. In particular, this study shows the distribution of the strain-induced α’-martensite and its influence on material properties like hardness at different depths. The microstructural analyses by means of electron backscattered diffraction (EBSD) technique, evidence a higher amount of α’-martensite (ca. 23 %) close to the outer specimen surface, where the plastic deformation and the direct contact with the forming tool take place. In the middle area (ca. 1.5 mm depth from the outer surface), the portion of transformed α’-martensite drops to 7 % and in the inner surface to 2 %. These results are well correlated with microhardness and micromagnetic measurements at different depths. EBSD and atomic force microscopy (AFM) were used to make a detailed characterization of the topography and degree of deformation of the shear bands. Likewise, the mechanisms of nucleation of α’-martensite were discussed. This research contributes to the development of micromagnetic sensors to monitor the evolution of properties during flow forming. This makes them more suitable for closed-loop property control, which offers possibilities for an application-oriented and more efficient production.
Segmented chip formation during machining under the influence of different atmospheres
Authors: Schaper F. , Lengacker B.
Published: October 2022

High temperatures and a pronounced segmented chip are characteristic of titanium machining processes. The formation of segmented chips induces an alternating high frequency mechanical load on the tool and thus promotes tool failure. The presence of oxygen triggers a multitude of chemical interactions during the chip forming process. However, the oxygen content’s impact during titanium machining, especially on the chip formation, is unknown. In order to draw conclusions on this process, the machining tests were carried out while varying the oxygen content. The thus produced chips were metallographically examined. The varying degree of segmentation could then be visualized by boundary etching and subsequently be evaluated.
Magnetic fluid flow and heat transfer due to a uniform source and vorticity
Authors: Bhandari Anupam
Published: October 2022

The present work investigates the ferrohydrodynamic flow and heat transfer due to a uniform source and irrotational vortex under the influence of a stationary magnetic field. A uniform source generates only a two-dimensional flow. However, in the presence of the vorticity with a uniform source, the flow becomes three-dimensional. The governing equations are expressed as a system of nonlinear coupled differential equations. The transformed differential equations are solved using the finite element approach for both the two-dimensional and three-dimensional flow models. With variations in the strength of the source parameter, Reynolds number, and ferromagnetic interaction numbers, the behavior of two-dimensional and three-dimensional flow is investigated. In three-dimensional flow, the influence of swirling effects on the velocity and temperature profiles are weak as compared to two-dimensional flow. The main role of the three-dimensional vortex flow of ferrofluid is to generate rotational viscosity, and it is not possible in the case of two-dimensional flow case.
Los agroecosistemas ganaderos importante hábitat para las aves: análisis cualitativo del efecto del manejo productivo en especies prioritarias para la conservación en Uruguay
Authors: Blumetto Oscar
Published: October 2022

La ganadería genera impacto ambiental a través de la modificación de los hábitats naturales y de las emisiones de gases de efecto invernadero que contribuyen al cambio climático. Sin embargo, la ganadería basada en pastizales naturales y manejada con adecuado ajuste de intensidad de pastoreo, puede tener también impactos positivos y mitigar varios efectos negativos. El presente trabajo está basado en el análisis de información sobre poblaciones de aves y resume datos obtenidos en 30 establecimientos ganaderos y cuatro campos experimentales del Instituto Nacional de Investigación Agropecuaria (INIA), generada durante 15 años en diversos proyectos de investigación. Se registraron un total de 274 especies de aves, 43 de las cuales son consideradas prioritarias para la conservación. Se analiza la presencia de especies prioritarias especialistas de pastizal en función del manejo ganadero. Para ello se clasifican dichas especies en tres grupos según necesidades de hábitat. Del análisis surge que las especies de aves que requieren pastizales con pastos bajos o la ocurrencia de parches de pastizal alto en la matriz de pastos bajos pueden encontrar condiciones adecuadas en predios ganaderos bien manejados. Las especies que requieren exclusivamente pastizales altos, tienen dificultad para encontrar las condiciones adecuadas dentro de los sistemas ganaderos.