bluuebunny/crossref_metadata_2025 huggingface dataset:
Key elements of the tutorial support management model
Authors: Lynch Grace , Paasuke Philip
Published: January 2025

In response to an exponential growth in enrolments the Tutorial Support Management (TSM) model has been adopted by Open Universities Australia (OUA) after a two-year project on the provision of online tutor support in first year online undergraduate units. The essential focus of the TSM model was the development of a systemic approach to the provision of online tutorial support for high enrolment units. Findings from this project indicate that the TSM model has provided benefits in terms of improved student retention, performance, and satisfaction in addition to increased return and reenrolment rates. This paper outlines the key elements of the TSM model and offers comments on various issues that need to be taken into account in adopting this model.
Graphical representations and transfer of ideas between multi-draft pre-writing stages
Authors: Lee Chien-Ching , Tan Seng-Chee
Published: January 2025

In this study, 36 engineering students who were taking a course on effective communication used graphic organizers to prepare their draft for a writing task. This was followed by a review by peers and the teacher. As students often have difficulties constructing knowledge across representations, this study aims to uncover the factors that influence students’ cognitive decision-making when transferring information between pre-writing stages. The findings show that the factors were: the level of elaboration of the main ideas, the link between the writing goal of each pre-writing stage, and the level of importance of the main ideas. Furthermore, the redundant information in the pre-writing stages helped rather than hindered them from transferring ideas between the pre-writing stages. In addition, the students were more ready to accept feedback from the teacher than their peers. These findings highlight the importance of factoring in the function of the information in the representations in instructional design using multiple representations.
Preparedness for flexible access to learning materials
Authors: Albion Peter R. , Loch Birgit , Mula Joseph M. , Maroulis Jerry
Published: January 2025

Information and communication technologies (ICTs) provide new opportunities for learning and teaching. However, for students to benefit from these opportunities, they must have ready access to ICT and positive attitudes toward its usefulness for learning. This paper reports results from an analysis of data collected from students and staff at an Australian regional university with on campus and distance student cohorts in late 2009. The surveys were conducted as part of a larger project to identify ICT likely to be available and of most benefit for student learning, and to gain an understanding of lecturers’ attitudes toward ICT use for teaching in relation to the perceived benefits to students. The survey data are being used to inform decisions about adoption of new digital technologies for learning and teaching and the provision of professional development to teaching staff. This paper focuses on the preparedness of students to access study aids such as lecture recordings via traditional and mobile devices. Outcomes of the study are important to inform responses to proposals to make recordings of all classes available online through establishing what types of content are most likely to be accessed by students and identifying priorities for professional development of teaching staff.
Using digital tools to connect learners
Authors: Alam Sultana Lubna , McLoughlin Catherine
Published: January 2025

With the adoption and integration of mobile and digital tools of the web 2.0 era, along with the scope and uptake of diverse and expanding social media, the higher sector education landscape is transforming itself. This is manifested in moves towards a participatory, interactive learning paradigm where students learn through social networks and by participation, collaboration and immersion in digital spaces to seek, share and create knowledge for self-realisation. Students now expect to assume greater control by becoming co-creators of content and by producing rather than being mere consumers of predetermined resources. Worldwide, higher education providers are now seeking to provide learners with a more customized, personalised learning experience. Students also need to become “citizens 2.0”, with the capacity to participate fully in the social and political activities of their communities. In this work-in-progress paper we portray scenarios for learning using a range of digital tools to engage learners and develop critical digital literacy skills. These scenarios are situated in a tertiary level unit called “social informatics” which investigates areas such as e-government, e-learning and e-law and deals with the social, cultural, philosophical, ethical, legal, public policy and economic issues relating to information and communications technologies. The design of the learning environment incorporates multiple participatory digital social tools where students can share ideas and co-create content to enable them to engage fully in the knowledge society. Recommendations for design of future spaces for development of digital citizenship skills are presented.
Understanding the multidimensional nature of student disadvantage to better inform the provision of ‘glocal’ learning
Authors: Willems Julie
Published: January 2025

There are growing calls to make equity a focus of research concern in Australian higher education. In turn such research will, it is anticipated, inform the planning, delivery and implementation of education in an era of rapid global and technological change. Yet to undertake such research requires generating a greater understanding of the complex and multidimensional nature of educational disadvantage for the purposes of equity. This paper explores the Equity Raw-Score Matrix as a means of capturing economic, geographic and social disadvantage.
“As simple as possible”
Authors: Veness Deborah
Published: January 2025

Einstein is reported to have said, “Everything should be made as simple as possible, but not simpler”. Educational designers working with university teachers bring to their work models and theories from a range of disciplines, many of which are unfamiliar to or discounted by their discipline-based colleagues. This paper outlines a simple yet flexible approach to discussions of curriculum design which highlights key aspects - intended learning outcomes at program and course level, content (declarative knowledge), teaching and learning activities and assessment (functioning knowledge), and graduate attributes, qualities and capabilities. The Bones Model provides a framework to assist discipline-based teaching academics to describe more clearly their curriculum and the standards to which they hold their students. It demonstrates the links between program-level intended learning outcomes, statements of graduate attributes, and course-level intended learning outcomes. It highlights the most obviously pedagogically relevant purpose for assessment strategies: to collect evidence of how well students have achieved intended learning outcomes. It provides for discussions about the link between declarative knowledge and functioning knowledge. Moreover, it provides a mechanism to assist the institution to collect some of the evidence necessary to demonstrate quality to external reviewers and auditors. The Bones Model guides discipline-based academics through the essential aspects of the curriculum design process quickly, without requiring of them a deep knowledge of the theories and research underpinning the practice of educational designers and developers.
Professional knowledge building in Online Learning Community (OLC)
Authors: Sari Eunice , Pagram Jeremy , Lim Cher Ping
Published: January 2025

This paper discusses a number of elements of the knowledge building process that were evident amongst educators in Indonesia. These educators took part in the discussion board of an online learning community, called OLC4TPD (Online Learning Community for Teacher Professional Development). OLC4TPD is an OLC-based professional learning case study developed at Edith Cowan University to investigate the feasibility of an OLC-based model to support ongoing professional training of educators in Indonesia. Starting by examining the current professional challenges faced by the teachers in their professional work, the paper talks about the potential of the OLC-based model to provide ongoing support for teachers. It examines in detail one particular aspect of the learning interactions amongst the main stakeholders of the project that is that between teachers and teacher educators. Inspired by Scardamalia’s Twelve Socio-Cognitive Determinants of Knowledge, the authors examined the discourses generated on the Discussion board during the period of 2009 – 2010 using qualitative and quantitative analyses. The paper reports the preliminary findings of the study, including the challenges and future works to be done on this project.
Development of a resource to promote resilience in international students undertaking health courses
Authors: Sacre Sandra , Nash Robyn , Lock Jennifer
Published: January 2025

The Resilience in International Student Education (RISE) project was funded by the Australian Learning and Teaching Council (ALTC) and aims to develop and build supportive strategies for international students in the nursing, public health, and nutrition and dietetics disciplines. The project is led by the Faculty of Health at the Queensland University of Technology (QUT), working in partnership with the University of South Australia (UniSA), as well as clinical partners, to develop, implement and systematically embed a supportive model for promoting resilience and effective workplace functioning in international students. In addition to providing direct student support, this model will enhance the mechanisms by which international students are mentored and supervised when on practicum placement in clinical settings. The model and accompanying resources developed through the educational partnership will be informed by critical iterative feedback from a network of tertiary health education experts, specialists in the area of language and learning support, and other key stakeholders to ensure that project outcomes have the potential for mainstreaming across both the health education and health service sectors. The RISE project embeds a sustainable model for tertiary institutions and healthcare services to support international students in health courses that will result in more resilient, confident and job-ready international graduates. It will also contribute to safer and more culturally responsive healthcare in Australian hospitals and health services generally. The project has developed a range of innovative online resources to assist international students, and those supporting them, to negotiate common situations more successfully and access appropriate resources and networks.
olpc
Authors: Roder Tabitha , Roder John
Published: January 2025

Within the theme of 'Curriculum, technology and transformation for an unknown future' it seems appropriate to present an image of seeing and doing things differently that comes from outside of formal education. The context for this story comes from working as part of the NGO one laptop per child (olpc) community in New Zealand. The impact of the global olpc movement has been widely accepted as transformative in its mission to enable children‘s agency in learning and participation in knowledge building communities. It is a vision that frames future learning within highly fluid and unstable spaces. In this paper the focus will be on a local community network that supports this project. Members of the NZ olpc volunteer community largely learn through informal means. Their learning spaces are both physical and virtual. They are spread across New Zealand and are connected to diverse global networks, where they can access 'mentors' and co-learners using Web 2.0 internet based technologies.
Using narrative inquiry (Clandinin and Connelly, 2000) we invite readers to draw parallels between the community of practice described, with its rich experiential and informal learning features, to pedagogical possibilities for formal tertiary settings. Roles for teachers and learners are examined with particular emphasis paid to the learner as maker and designer in both the lived physical reality and in the constructivist sense of meaning-making. This raises questions about the nature of knowledge and its relationship to pedagogy. In addition the recount draws attention to sociocultural and co-constructed dimensions, where learning is distributed across the community and knowledge is seen as stretched across the activities and members of the community (Scardemalia, 2004).
University teachers’ conceptions of learning through online discussion
Authors: Parisio Martin L.
Published: January 2025

This paper reports work-in-progress phenomenographic research investigating university teachers’ conceptions of learning through online discussion. The study is being carried out at a large research-intensive University in Australia with fifteen teachers. Semi- structured interviews are complete and several transcripts have been analysed to reveal emerging categories of conception. Preliminary findings suggest that teachers consider learning through online discussion in four qualitatively different ways: (A) Learning through online discussion as a way to provide think-time; (B) Learning through online discussion as a way to enable accessibility; (C) Learning through online discussion as a way to foster a learning community; and (D) Learning through online discussion as a way to foster collaborative knowledge building. The outcomes of this study may have implications for university teachers, educational designers, academic developers and all those involved with the enhancement of student engagement, learning experiences and outcomes.
Lighting up and transforming online courses
Authors: Northcote Maria
Published: January 2025

Affective aspects of learning have been shown to influence cognitive aspects of learning (Russo & Benson, 2005; Salmon, 2004) and online educators are increasingly aware of the role played by emotions in online learning. To encourage a well-rounded online learning experience for students, online course designers have long been encouraged to provide students with opportunities to express their own personality and identity (Palloff & Pratt, 1999). Such design features have been linked with improved learning outcomes and decreased attrition rates (McInnerney & Roberts, 2004). However, a comparable discussion about the value of teacher personality in online courses has yet to be comprehensively considered beyond definitions and discussions of teacher presence. Although the development of teacher presence in online learning contexts can contribute in some way to the development of an online atmosphere where the teacher’s role extends beyond the cognitive coach or resource provider, the role of teacher personality is yet to be fully acknowledged as an aspect of the virtual classroom that could further enhance and transform students’ learning experiences. Rather than suggesting which offline personality type would best suit an online teaching role, this paper suggests that teachers should have the opportunity to express their personality in online learning contexts. By acknowledging this nexus between online and offline identities, the paper provides the grounding from which to frame and launch future investigations into how diverse teacher personalities can be allowed to shine in the online environment and, consequently, transform and enhance online experiences for future students and online teachers.
The development of an open web based resource for answering clinical questions
Authors: Jonas-Dwyer D. , Nowak A.K. , Shilkin B. , Leece F.
Published: January 2025

Some of the problems facing medical students, teachers and medical practitioners today are increasing medical knowledge and publications, rising patient expectations, information management and patients' internet access. Key skills such as efficient identification and appraisal of quality evidence are essential for medical practitioners. In an academic environment where clinical teachers and students are geographically dispersed in regional and urban centres it is a challenge to provide resources to teaching staff to support a consistent approach to teaching evidence based practice. Here we describe the development of an open web based resource to assist staff to progressively develop medical students' key skills in answering clinical questions.
Using virtual worlds efficiently in a post-graduate business course
Authors: Huber Elaine , Blount Yvette
Published: January 2025

There is much interesting work being done around virtual worlds in education (Bulmer, 2008; Dede, 2007; NMC, 2007; Schutt & Martino, 2008) particularly in areas that lend themselves to immersion and scenarios or role-plays, but how can the time and effort required to become familiar with a virtual world be minimised whilst at the same time creating an engaging task for students? This paper describes one such example using Second Life in a postgraduate business course. It outlines the first phase of a mixed methods research study (Cresswell & Piano Clarke, 2007), in which insights are sought from a lecturer and student perspective. An Exploratory Design: Instrument Development Model is used to inform research questions around the factors that influence the use of virtual worlds in learning and teaching. Preliminary findings show that initial support and orientation to virtual worlds contribute to the success of their use in learning and teaching, and that our 'net-gen‘ students are not as technology savvy as we imagine. The second phase of the study has brought to light a conceptualisation of virtual worlds as a gaming environment which may indicate one reason not yet highlighted in the literature, for low uptake of virtual worlds by both students and lecturers (McNeil & Diao, 2010). Continuing investigations will use a Triangulation Design: Convergence Model to collect qualitative and quantitative data, surveying students on their perceptions of virtual worlds in order to corroborate the findings in the literature.
The relationship between group size and advanced level knowledge construction in asynchronous online discussion environments
Authors: Hew Khe Foon , Cheung Wing Sum
Published: January 2025

This study is part of a funded research project that examines possible factors that may influence students’ advanced level of knowledge construction. This study examines if group size of the online discussion is related to the frequency of advanced level of knowledge construction occurrences. Group size of an online discussion refers to the number of people who contributed in the discussion. Advanced levels of knowledge construction refer to levels II, III, IV, or V of Gunawardena, Lowe, and Anderson’s (1997) interaction analysis model. Data were collected from 28 asynchronous online discussion forums. Results showed a significant positive correlation between group size and advanced level knowledge construction; suggesting that the larger the group size of the online discussion is, the more frequent the occurrences of advanced level knowledge construction would be. Further analysis between the more successful and less successful forums suggested that a certain critical mass, which appears to be a group size of about 10 participants may be required to direct the discussion to advanced levels of knowledge construction.
Enterprise architecture roadmap for the development of distance online learning programs in tertiary education
Authors: He Richard Wenchao
Published: January 2025

When universities are trying to convert their existing face-to-face courses to distance online learning programs at a project level, faculty members usually have to commit extra time other than their normal teaching and preparation hours to prepare the e-learning course content because their original face-to-face course materials are not fully compatible with the online learning settings. If universities are going to convert their face-to-face courses in a large scale on an ongoing basis, there is a clear need for us to re-design the enterprise architecture to lower the cost of the e-learning development and make the process more efficient. This paper will use two case studies to highlight the issues that the faculty members have been experiencing when they participate in the e-learning development, and to point out good practices. Then based on the Zachman Framework, a “To-Be” Enterprise Architecture is proposed, which enables academic staff to start contributing to the e-learning development at an early stage such as at the time when they are preparing for the face-to-face courses.
Learning design strategies for online collaboration
Authors: Goldsworthy Kathie , Rankine Lynnae
Published: January 2025

Ask any student about their thoughts on group work and the response is likely to be negative. They experience issues around choosing suitable topics/projects/issues, finding a group, getting underway as a group, meeting deadlines, and being assessed for their individual participation. What learning design strategies can be applied to support online collaboration? This case study explores the online collaboration activities of a sampled selection of 72 sites in the learning management system to identify learning design strategies which promote effective collaboration. A framework was developed and applied to provide a consistent approach to the analysis of these sites. The results indicate unique and reusable learning designs that ranged from simple to complex in design.
Building ICT literate human capital in the third world
Authors: Samudhram Ananda
Published: January 2025

Continually dropping prices of information and communications technology (ICT), and continually increasing ubiquitous ICT power, have created an environment where ICT literacy is vital for competing effectively in a globalised world. In the past, nations have developed through technologies that are expensive and environmentally destructive. However, ICT promises a new development model that is relatively inexpensive and environmentally friendly. This model provides a means for relatively poor third world nations to be able to compete effectively in a globalised world, without sacrificing their environment. A key tenet for such a model to work effectively is the establishing of ICT literate human capital, on a large scale, that is able to take full advantage of the opportunities provided by the ICT revolution. Hence, third world countries need to work on a cost effective model to promote large scale ICT literacy at the national level, in order to be able to run ICT based systems that will enable them to compete effectively in this ICT driven world. One solution is to open up large numbers of computer labs that will help to lift the ICT literacy levels nationwide, just as in the developed nations. However, the lack of funds and expertise in third world nations make this option, which involves environmentally unfriendly large scale construction, difficult. This paper suggests an environmentally friendly alternative that helps addresses both the financial constraints and the problems of limited expertise, particularly in the need to continuously upgrade ICT systems.
Online learning
Authors: O'Hare Sheena , Quartermaine Lynne , Cooke Audrey
Published: January 2025

In 2009 Curtin University became the provider of a Bachelor of Education (Primary) through Open Universities Australia. The course started promisingly with 800 enrolments, but over the course of eighteen months has grown exponentially to over five thousand. Offering these courses has been challenging, and those responsible for the building of units with over two thousand students have realized that they, along with the students are on a steep learning curve - hence the question “Who is doing the learning?”
Transforming online curricula, transforming staff
Authors: Northcote Maria , Reynaud Daniel , Beamish Peter , Martin Tony
Published: January 2025

Developing online teaching skills can occur through involvement in learn-by-doing strategies, which incorporate informal, organic or needs-driven strategies. Such processes are sometimes labelled as “bottom-up” staff development processes. In other contexts, teaching staff are formally directed to develop online teaching skills through a series of compulsory staff development workshops or courses. These approaches typically include “top-down” staff development processes. This poster describes how a group of tertiary teaching staff extended their on-campus and distance teaching repertoire of skills to include online teaching skills. In this case, the process of staff development began with collecting data about the concerns and practices of the teaching staff involved. An analysis of the data informed the development of a “middle-out” staff development strategy which comprised a mixture of informal and formal strategies, and acknowledged the ethos of the institution and the specific needs of the staff involved. This professional development program incorporated a group of nine informal and formal strategies. The poster presents an analysis of the data that were gathered during this project alongside the professional development strategies that were developed as a result of this analysis.
The search for 18 Rabbit
Authors: Kerr Thomas
Published: January 2025

This poster presentation documents the development of an exemplar teaching resource that uses a games-based learning approach to engage learners in the study of the archaeology of ancient cultures. “The Search for 18 Rabbit” is a game based in a virtual 3D world that engages learners in a quest to discover the facts surrounding the demise of Uaxaclajuun Ub'aah K'awiil, also known by the title “18 Rabbit”, the last significant ruler of Copán (Mayan title: Xukpi), a major city of the southern Mayan region (now western Honduras). The site was chosen because it combines interesting architectural features, including a game-based cultural space called the Ball Court, with a wealth of historical facts and supporting myths; providing the game creators with a rich mix of primary resources to use in development.
The relatively recent development of free, easy to use open-source game engine environments such as Platinum Arts Sandbox and other commercially available applications (e.g. Unity 3D) means that educators who want to actively engage learners in historical studies or related disciplines can now offer them an immersive, dynamic experience as they explore virtual ancient cities such as Mayan cultural centres that thrived in the 7th to 10th centuries.
A model for achieving equivalence and comparability in higher education courses offered transnationally by RMIT’s College of Business
Authors: Gopal Sathiyavani , Palaskas Tom , Richardson Joan , Smith Ross
Published: January 2025

This paper describes the work-in-progress of an action research pilot project conducted within the College of Business at RMIT University. The project has clarified the concepts of equivalence and comparability as applied to the College?s transnational course offerings. A framework and associated process for achieving equivalence and comparability is in the final stages of development and will be trialled in one course offered at RMIT Melbourne, RMIT Vietnam and the Singapore Institute of Management. To enhance clarity, the notion of comparability has itself been divided into two additional concepts: contextualisation and customisation. The framework provides an understanding of equivalence and comparability, the factors (elements) to be considered for each, and a broad process for working towards their achievement within individual courses. Consistent with the action research methodology, the guiding principles, framework and implementation process require review and validation by stakeholders within the College of Business, and externally by the wider transnational education community.
Going forward with backward design
Authors: Delany John , Graham Robin , Jenkins Martin
Published: January 2025

The establishment of the ‘Centre for Educational Design and Development’ heralds a new approach to programme and course design at Christchurch Polytechnic Institute of Technology. The immediate task for our team now designated ‘Educational Designers’ is to engage faculty in a design process that starts with context rather than content, and is informed by current and emerging models of learning centred practice. It must also meet broader institutional goals for developing high quality, flexible and inclusive learning experiences and enhancing the teaching performance of staff, as well as accounting for the challenge of using technology to transform teaching and learning and improve the quality of the learning experience (Laurillard 2010) in a ‘supercomplex world’ (Barnett 2000).Ideally this is an evolving and emerging philosophy but while we work to become a team, the institute requires us to meet deadlines, thereby propelling us into making decisions about who we are and how we work, and about our processes and practices.
Digital forms of assessment
Authors: Campbell Alistair
Published: January 2025

Future generations will look back at current assessment practices and wonder why it took so long to replace pen and paper assessment with quality digital forms of assessment.
Digitization of the assessment process, from student work to the recording of marks is occurring now but haphazardly and is often only a replication of the paper assessment. The desired goals and aims of learning have rarely been fully achieved with pen and paper assessment. Could digital forms of assessment finally achieve them?
This paper begins with a background to the failure of traditional forms of assessment based on pen and paper to assess what counts and then argues through research findings that it is time that we in education catch up with the rest of society and move into the digital world especially went considering assessment. While many parts of education have abandoned the analog world for the digital one, assessment has not been one of them. This lack of digitization of assessment is holding back what is learnt and taught in all fields of education, as the form of assessment drives what is learnt and taught.
Our research has shown that high stakes assessment can be successfully digitized from the capturing of authentic student performance, to high stakes comparative pairs marking. Not only have we demonstrated this with current technology but that the reliability, validity, manageability and scalability are as good as or better than current practices.
Our certain future?
Authors: Buchan Janet , Buchan Alistair
Published: January 2025

Our future is not uncertain. What is certain that there will be a major transformation in the way people live and work, and our planet as we know it will become a very different place. Climate change, population growth and critically low levels of non-renewable energy sources are three key factors that are shaping our future. We do, however, have a degree of control over that future - if we are proactive in our transformation.
The action we take will influence that certain future. Firstly, action towards transformation will need to take place at two levels - local and global. Secondly, action will need to take place in two time frames: immediate and long term. Immediate actions include what we do every day in the ways in which we work and study and live our lives. For the long term transformation, attitudinal and behavioural changes are required. At Charles Sturt University one initiative that has the potential to make a significant long term difference is the CSU Curriculum Renewal Program. The curriculum students study is the beginning of the transformation in attitude and behaviour that will determine the path they choose. Through education, via technology and the curriculum, we have the potential to shape students’ learning experiences students and to prepare them for their roles in effecting the transformation we have to have.
Scenario-based multi-user virtual environments (MUVEs) in education
Authors: Jacobson Michael J. , Wood Denise , Richards Deborah , Kennedy-Clark Shannon
Published: January 2025

The rapid growth in the use of virtual worlds in educational contexts has raised many questions about the pedagogical benefits of these technologies for teaching and learning. This symposium will focus on the use of scenario-based multi-user virtual environments (MUVEs) in education and will specifically focus on: 1) the role of virtual worlds in education; 2) the value of scenario-based MUVEs in inquiry learning; 3) the role of 'collaboration' in a multi-user environment; 4) the design issues; and 5) the challenges that need to be addressed to ensure that students can benefit from the virtual experience.
Development of the concept-process model and metacognition via FAR analogy-based learning approach in the topic of metabolism among second-year undergraduates
Authors: Handee Witawas , Thammaprateep Jurarat , Suwanjinda Duongdearn
Published: January 2025

Metacognition is a critical cognitive skill in learning science. Numerous studies indicate that learners with high metacognitive abilities tend to excel in scientific skills, such as their capacity to construct scientific models. This study aims to compare students’ ability to construct concept-process models before and after participating in analogy-based learning using the Focus-Action-Reflection (FAR) method on the topic of metabolism. Additionally, the study investigates the relationship between students’ ability to construct conceptual process models and their metacognitive skills. The sample consisted of 137 second-year students enrolled in a basic biochemistry course, selected through cluster sampling. The research instruments included a process model construction assessment and the Metacognitive Awareness Inventory (MAI). The data were analyzed using paired sample t-tests and correlation analysis. The results showed significant improvement in students’ ability to construct conceptual process models, with an average learning gain of 16.5 %. Statistical analysis indicated a significant increase in test scores after the instructional activities. Furthermore, Spearman’s correlation analysis revealed a positive relationship between learning progress and metacognitive skills, particularly in the use of information management strategies (IMS) and debugging strategies (DS). These findings emphasize the importance of integrating metacognitive skill development into science education, particularly in fostering students’ ability to construct conceptual process models – an essential tool for enhancing science learning outcomes.
The Semantic-Functional Variety of the Lithuanian Mental Verbs manyti ‘Think’ and suprasti ‘Understand’
Authors: Liauksminienė Justina
Published: January 2025

The article explores the syntactic and semantic-functional variation of two Lithuanian mental verbs manyti ‘think’ and suprasti ‘understand’ in contemporary Lithuanian by showing how these verbs have been affected by the semantic changes of (inter)subjectification and pragmaticalisation. The aim is to identify which forms of the verbs, specifically 1st, 2nd person singular and plural verb forms, imperative forms or non-agreeing participles, display the traces of these semantic changes. The data were drawn from the Corpus of Contemporary Lithuanian Language and the database of spoken Lithuanian Kalba Vilnius. The qualificational meaning of the mental verbs under analysis correlates with their complement taking predicate (CTP) usage and shows that CTPs controlling a kad / jog ‘that’ complement clause are undergoing the semantic change of (inter)subjectification. The qualificational meaning of these verbs no longer marks the process of thinking and understanding, as found in their non-qualificational meaning, but rather denotes the evaluation of the proposition in terms of the sources of knowledge or likelihood (epistemicity). The further development of manyti ‘think’ and suprasti ‘understand’ in the process of (inter)subjectification is marked by their qualificational meaning that correlates with their parenthetical CTP use. This development results in the pragmaticalisation of mental verbs, which is evidenced by their adverbial distribution, structural changes and pragmatic meanings. Although the verbs manyti ‘think’ and suprasti ‘understand’ in their qualificational meaning are more prevalent in spoken discourse, the prevalence of their non-qualificational meaning in written discourse confirms that these mental verbs are still in the ongoing process of structural and semantic-functional change.
Analysis of constraints to urban expansion in the city of M’Sila using the Analytic Hierarchy Process (AHP) and Geographic Information Systems (GIS)
Authors: Houbib Hanane , Kalla Mehdi
Published: January 2025

The presented study aims to deepen the understanding of urban expansion and land resource management to meet growing urbanization needs and identify constraints associated with this phenomenon. The main objective is to propose a model that integrates the Analytic Hierarchy Process (AHP) and Geographic Information Systems (GIS) – a method recognized for addressing complex spatial issues. By defining the criteria related to the targeted objectives and by mapping attribute and geographic data at the municipal level of M’sila, we have prioritized the identified indicators, quantitatively evaluated the phenomenon, and compared various development scenarios for the studied areas. This quantitative evaluation was carried out through spatial simulation, including data intersection and multicriteria aggregation based on the AHP method, which allowed participatory modeling of factors according to their respective importance. Moreover, this process facilitated the identification of optimal land use for urbanization, while assisting specialists in choosing the most appropriate urban planning orientations and objectives for the studied areas.
Prácticas educativas hegemónicas y educación propia en comunidades indígenas versus Universidad
Authors: Camargo Sibaja Lorena
Published: January 2025

En este artículo se analizan y contrastan los resultados de una experiencia etnográfica realizada en la comunidad indígena Zenú del Alto San Jorge en el departamento de Córdoba (Colombia), con los resultados de otra investigación de la Pontificia Universidad Javeriana de Bogotá sobre Educación Intercultural. En la primera experiencia se aplicó el método etnográfico y el trabajo comunitario. La segunda experiencia denominada Minorías Étnicas, Interculturalidad y Escritura Académica en la Pontificia Universidad Javeriana empleó la técnica de las entrevistas estructuradas a profesores y estudiantes provenientes de minorías étnicas, analizando las representaciones sociales de estos dentro del contexto universitario. Entre los principales resultados concernientes a la experiencia etnográfica se destacan los siguientes: Existe una discontinuidad cultural en el binomio escuela-comunidad generada por tensiones de orden político y epistemológico. En efecto, los representantes legales del Estado no han hecho reconocimiento al derecho a la educación propia con enfoque diferencial al pueblo Zenú. Asimismo, la escuela de la comunidad trabaja con la implementación de un currículo occidental impuesto que excluye la educación propia y la cosmovisión de los saberes ancestrales.
La gestión del directivo en las instituciones educativas públicas. Un caso de estudio
Authors: García Bustillos Mervis Antonio , Lugo Bustillos Jelly Katherine , Polanco Esteves Arielys Nohemi
Published: January 2025

El propósito de la investigación fue indagar en la gestión del director en una institución educativa pública. El diseño de la investigación se basa en el paradigma cualitativo sociocrítico y en el método de la Investigación Acción Participativa. Las técnicas utilizadas en el diagnóstico fueron la entrevista semiestructurada aplicada focalizada y la observación participante. Los instrumentos integran el guion de entrevista, el cuaderno de notas, el grabador y las matrices de resumen de entrevistas. Se construyó una unidad hermenéutica a través del software Atlas ti 6.0. El informante clave resultó ser el director de la institución. Esta reflexión crítica permitió establecer una postura consensuada entre lo que se pone de manifiesto en la institución educativa con el ideal exigido desde la naturaleza de la dirección educativa, generando de esta forma, parámetros de gestión a partir de la acción participativa, que maximicen la operatividad de la institución bajo estándares de alto impacto gerencial. Por lo tanto, la gestión del director en las instituciones educativas se contempla como un proceso para administrar y controlar los procesos operativos de la institución en condiciones de calidad y eficiencia y conforme a los objetivos estratégicos declarados en el plan de gestión.
Gamificación a través del juego serio: otra forma de aprender
Authors: Santacruz Valcarcel Juan Manuel , De la Hoz Vargas Verónica
Published: January 2025

Este artículo se deriva de la investigación titulada “Desarrollo de un juego serio como estrategia para el fortalecimiento de competencias en análisis dimensional de estudiantes del área de ciencias básicas”. La metodología estuvo enmarcada bajo el bajo el paradigma hermenéutico-interpretativo, enfoque cualitativo, y la población estuvo conformada por quince (15) profesores y trescientos ochenta y ocho (388) estudiantes de primer semestre que se encontraban cursando las asignaturas de física, química, matemáticas y biología de cuatro (4) universidades colombianas y una (1) argentina; las técnicas utilizadas fueron cuestionarios y entrevistas semi estructuradas apoyadas de grupos focales. Los resultados evidenciaron que los estudiantes prefieren resolver problemas usando factores de conversión, lógica matemática y uso de regla de tres. Por otro lado, los docentes indicaron que las temáticas básicas que requieren mayor soporte son la estequiometría, los gases y las propiedades de la materia. Lo anterior dio paso al diseño de un juego serio con su guion narrativo, donde se identificaron elementos conceptuales, cognitivos, motivacionales, pedagógico-didácticos y de jugabilidad, para construir las habilidades y destrezas en el desarrollo de las competencias para el análisis dimensional.
La ironía como agente deconstructor de la realidad a través del paralelismo semiótico entre contextos históricos y representados
Authors: Espinosa-Patrón Alejandro
Published: January 2025

El artículo responde a la investigación sobre Parodia e ironía en el discurso de las letanías del carnaval de Barranquilla, Colombia. Una aproximación semiocrítica, donde el paradigma sociocrítico y el enfoque semiocrítico, se conjugan para proyectar una nueva mirada desde la hermenéutica de los textos de los enunciadores-letanieros del carnaval de Barranquilla. Esto plantea en detalles cómo desde sus elementos propios: ironía, agente deconstructor, realidad, paralelismo semiótico, lo estético, y contextos históricos y representados, se articulan con la teoría de Derrida, para entender lo intratextual y contextual, dimensiones que hacen “hablar” al texto bajo otras perspectivas de análisis.
Intrinsic priors for comparing zero-inflation parameters in Poisson models
Authors: Jeong Hyeon Jun , Kim Kipum , Kim Yongdai , Kim Seong
Published: January 2025

Prior elicitation is an important issue in both objective and subjective Bayesian inferences. In hypothesis testing and model selection, choosing appropriate prior distributions becomes significantly more critical. In an objective Bayesian analysis, one utilizes noninformative priors such as Jeffreys priors or reference priors for hypothesis testing which are often improper, making unspecified constants to be contained in the Bayes factor. Thus, the resulting Bayes factor should be adjusted. In this paper, we consider default Bayes procedures for testing zero-inflation parameters in a zero-inflated Poisson distribution. In particular, we derive a set of intrinsic priors based on an approximation procedure. Extensive simulations and analyses of two real datasets are performed to support the methodology developed in the paper. It is shown that the proposed Bayesian and frequentist approaches yield similar comparable results.
AI Fencing in Customer Relationship Management: Safeguarding Data in the Age of Intelligence
Authors:   Principal Engineer, Discover Financial Services, Houston, TX, USA, Kommera Adisheshu Reddy
Published: January 2025

The relentless acceleration of artificial intelligence (AI) development has inaugurated a transformative
epoch in Customer Relationship Management (CRM). AI’s unparalleled capability to analyze colossal datasets, discern
intricate patterns, and furnish actionable intelligence has revolutionized the paradigms of customer engagement. Yet,
this digital renaissance is shadowed by the pervasive risks of data vulnerability and the potential for AI’s ethical
missteps. Enter “AI fencing,” a pioneering methodology that synergizes intelligent boundaries, ethical foresight, and
cutting-edge technologies to forge a fortified milieu for AI-powered CRM systems.
Decentralized, Decomposition-Based Observation Scheduling for a Large-Scale Satellite Constellation
Authors: Zilberstein Itai , Rao Ananya , Salis Matthew , Chien Steve
Published: January 2025

Deploying multi-satellite constellations for Earth observation requires coordinating potentially hundreds of spacecraft. With increasing onboard capability for autonomy, we can view the constellation as a multi-agent system (MAS) and employ decentralized scheduling solutions. We analyze the multi-satellite constellation observation scheduling problem (COSP) and formulate it as a distributed constraint optimization problem (DCOP). COSP requires scalable inter-agent communication and computation and consists of millions of variables which, coupled with the assumptions and structure, make existing DCOP algorithms inadequate for this application. We develop a scheduling approach that employs a carefully constructed heuristic, referred to as the Geometric Neighborhood Decomposition (GND) heuristic, to decompose the global DCOP into sub-problems to enable the application of DCOP techniques. We present the Neighborhood Stochastic Search (NSS) algorithm, a decentralized algorithm to effectively solve COSP and other large-scale distributed problems, using decomposition. The experiments confirm the efficacy of the approach against baseline algorithms, and we discuss the generality of NSS, GND, and properties of COSP to other domains.
Enhancing University Education Through Project-Based Learning: A Case Study on Full Stack MEAN Development for Web Application Design and Development
Authors:   Anurag University, Sirmoria Deepika , Trupthi Dr M ,   Anurag University, Murthy Dr G Vishnu ,   Anurag University
Published: January 2025

Abstract— The aim of this paper is to design and develop the web application to support project based learning activities in “Web Programming in MEAN” course at Artificial Intelligence(AI), Anurag University(AU). Project-based learning (PBL) can be an effective strategy for developing twenty-firstcentury learning and skills in future-oriented settings undergraduate education. This technique allows students to conduct indepth research on worthy themes, allowing them to learn from their experiences and apply their newly acquired information, skills, and attitudes to real-life situations. By using cutting-edge tools to build web applications, the system hopes to help students understand web application designing and programming. Keywords— Project-based learning; under-graduate; web àpplication; web programming; application bàsed system