bluuebunny/crossref_metadata_2025 huggingface dataset:
EXPERIENCE IN TRAINING SPECIALISTS IN NON-DESTRUCTIVE CONTROL IN THE NUCLEAR POWER INDUSTRY
Authors: Ushakov V. M. , Kobernik A. V. , Mikhalev V. V.
Published: November 2023

The data on certification of specialists of non-destructive testing of nuclear power engineering. It is shown that the largest number of specialists is certified for visual and measuring, capillary and ultrasonic control. Some procedures of training specialists in terms of presenting physical principles of NDT and some provisions of normative documents are considered. Relevant recommendations are given for the purpose of full assimilation of the training material. The main points of normative documents, which should be paid special attention to when studying them, are marked. It is noted that the experience, level of training and education of the certified specialists should be taken into account when giving lectures.
REGULARITIES OF THE FIELD FOCUS OF THE THROUGH-TYPE ELECTROMAGNETIC ACOUSTIC TRANSDUCER OF TRANSVERSE WAVES
Authors: Murav’eva O. V. , Brester A. F. , Vladykin A. L.
Published: November 2023

The article presents the results of experimental and theoretical research of the influence of the characteristics of a through-type electromagnetic-acoustic transducer and testing object on the focusing parameters of transverse waves using COMSOL Multiphysics. It is shown that in the radial plane of the section, the formation of a converging spherical front is observed, in the axial plane – close to a flat front. The influence on the focusing factor and the diameter of the focal spot of the diameter of the object, the operating frequency and the quality factor of the excitation pulse is presented. The developed model of the formation of the focus zone of the through-type EMAT can be used in the analysis of the acoustic path of the mirror-shadow method of multiple shadow, depending on the characteristics of the object and control parameters.
ANALYSIS OF THE METHODOLOGY FOR USING THE INTEGRAL RADIATION COEFFICIENT IN ENERGY PYROMETERS
Authors: Shilin A. N. , Mac B. V. , Koptelova I. A.
Published: November 2023

The principle of operation of energy pyrometers for measuring the temperature of heated products is based on measuring the radiation flux from a heated product, which depends not only on the temperature of the object, but also on the emissivity of the surface of the material. The main error of such pyrometers is the methodological component, which is due to the variability of the radiation coefficient of the surface of the product material. In practice, the radiation coefficient of the surface of the material of the product is determined approximately using reference books. It should be noted that the radiation coefficient theoretically depends on the wavelength and temperature, and reference books give dependences on only one parameter, and in different reference books for the same material, the dependences differ. In addition, when using spectral dependences, it is necessary to take into account the spectral characteristics of all elements of the optoelectronic path. So, the use of this method limits the accuracy of temperature measurement. For a more accurate determination of the radiation coefficient, a preliminary study is required, which requires more sophisticated equipment than a pyrometer. In the article, an analysis was made of the errors in determining the temperature using the average value of the radiation coefficient. To improve the accuracy of measuring the temperature of an object, a device was developed that implements the method of exemplary signals and uses the average value of the radiation coefficient. The developed device preliminarily determines the dependence of the average value of the emissivity on temperature, and when working, it determines the temperature of the part based on the results of measurements with a pyrometer and the dependence.
FEATURES OF DIAGNOSING ROLLING BEARINGS BY THE ENVELOPE METHOD
Authors: Desjatnikov V. E. , Pichkov S. N.
Published: November 2023

The article is devoted to the work on identifying defects of the surface crack type by the vibrodiagnostic method of non-destructive testing using the envelope method on the example of a rolling bearing. Used in the work rolling bearings with a set of various surface defects: a roller crack and an outer ring crack along the rolling surfaces. The rolling bearing was installed in a test bench, which simulated its regular operation, with a fixed outer ring and internal ring rotated at a constant frequency. The features of the detection of the following specific defects are established: a roller crack, a crack in the outer ring, etc., as well as the correspondence of the calculated frequencies of the bearing elements to the actual ones obtained during the research. The norm/rejection criteria were obtained in a numerical value in relation to specific types of defects, namely: weak, strong defects of the rolling elements and the outer ring of the rolling bearing. The features of detecting specific defects by the envelope method, that depends on the pressure on the outer ring and its spatial location relative to the defect, are experimentally established.
THREE-FREQUENCY METHOD FOR DETERMINING THE EQUIVALENT SIZE OF THE DISCONTINUITY DURING MANUAL ULTRASOUND CONTROL
Authors: Kireev A. N. , Kireeva M. A.
Published: November 2023

The work is devoted to topical issues of increasing the reliability and informativeness of the results of manual ultrasonic inspection of parts and assemblies of technical objects. The paper presents a three-frequency method of ultrasonic flaw detection, which makes it possible to increase the reliability of the non-etalon method for determining the type of discontinuity detected as a result of ultrasonic testing. The developed method makes it possible to determine the type of discontinuities of various types. The NDTRT-26 software product has been developed to automate calculations using the three-frequency method.
La indagación colaborativa como facilitadora de la agencia de una red de directivos chilenos: Juntos implementando la evaluación formativa
Authors: Bustos Nicole , Pino-Yancovic Mauricio , Zúñiga Catalina
Published: November 2023

Este artículo tiene la finalidad de analizar el proceso de agenciamiento de los miembros de dos redes de escuelas primarias de Santiago de Chile, para enfrentar los desafíos de evaluar la enseñanza y aprendizaje a distancia, durante el primer año de pandemia por COVID-19. Los directivos de estas redes lograron resignificar un contexto de alta incertidumbre como una oportunidad para apropiarse de la nueva política nacional sobre evaluación formativa, gracias a la implementación de la metodología de Indagación Colaborativa en Red. Estas redes conformaron tres equipos de indagación de entre cuatro y seis escuelas cada una, involucrando a un total de 28 directivos de 14 establecimientos escolares. Se realizó un análisis de contenidos de las bitácoras de registro de cada equipo, las reflexiones personales de cada participante y notas de campo de los investigadores. A partir de ello, se evidencia el (1) proceso de construcción de sentido, apropiación y traducción de la evaluación formativa, (2) la valoración de la Indagación Colaborativa en Red para la apropiación colectiva de la política de evaluación formativa, y (3) la existencia de moduladores de la agencia personales, comunes a estos profesionales, y contextuales, destacándose la ausencia de lineamientos restrictivos de las autoridades educativas.
Entrepreneurial Inclination and Organisational Performance of Kenyan Small and Medium Enterprises: The Mediating Role of Business Model Innovation
Authors: Simiyu Albert , Ndemo Bitange , Kinoti Mary , Wainaina Gituro
Published: November 2023

This study investigated the effect of entrepreneurial inclination on Kenyan Small and Medium Enterprises (SMEs) performance and whether this effect was mediated through Business Model Innovation (BMI). Primary data were collected from a sample of 221 SMEs that had been ranked among the Top 100 medium enterprises in Kenya between 2008 and 2019 through Klynveld Peat Marwick Goerdeler (KPMG) and Nation Media Group yearly surveys. Data accepted from 134 top executives of the SMEs was analysed through regression analysis. The results revealed that entrepreneurial inclination indirectly influenced organisational performance through its positive effect on BMI. There was no evidence that entrepreneurial inclination independent of BMI influenced organisational performance. Thus, it was concluded that entrepreneurial inclination positively contributed to organisational performance through its favourable effect on BMI. The study adds to the literature on entrepreneurial inclination and organisational performance by linking them to BMI. The study advises industry practitioners and policymakers to encourage entrepreneurial conduct and BMI practices to improve organisational performance. Further studies are required to address the identified gaps.
Migration Problem: Reasons, Impacts and Way to Overcome
Authors: Afroje Sahariya , Ashik Syod Ahsanul Islam
Published: November 2023

The world is currently confronted with multidimensional challenges, migration problem, more specifically, illegal migration, is one of the most remarkable among them. People are being migrated to relatively safe, secure, and prosperous places from unsafe, insecure and poorer places either for better income, better life, better education or for security purpose. Whatever reason, migration, mostly the illegal migration are creation enormous problems in both the home countries and the host countries.The aim of the study is to analysis the reasons for the growing rate of migration, its impacts, and potential ways to overcome the challenges. The study is mainly based on secondary sources of data and information including scientific and academic journals, scholar articles, research papers, books, and other relevant sources to make a deep analysis. The study recommends ‘Absolute Globalization’, an absolute integration of global economic, education, political, and social institutions where regionalism will be the cornerstone of the integration, as the way to confront the challenges.
There has to be a better way
Authors: Tull Susan
Published: November 2023

With your laptop open in front of you, you’re ready to take notes on the new teaching intervention being introduced at today’s session. You’re feeling distracted by the research ideas you wanted to work on this morning, and the assessment grading you need to finish this afternoon. Today wasn’t a good time to focus on course development, but it was the only time this professional development session was being offered. At the end of the session you leave with a collection of notes, some great ideas, and the enthusiasm to implement changes that really make a difference. You go back to your grading, your research, and your teaching. Weeks later you look at your notes and wonder how you’re going to actually make those changes. There has to be a better way.

As a TELedvisor, you find these one-off professional development sessions just as frustrating. Fresh teaching ideas are presented, champions share their exemplary practice, and opportunities for collaboration are provided, but often the same fully engaged academics attend each session. Overall improvement in course development across the institution doesn’t take place. You could run a day or three of focused course design sessions, if lecturers could commit to attending. You could have instructional designers develop the online or blended elements of a course, but if the teacher isn’t invested, or doesn’t understand the reasoning behind the design or the activities that have been implemented, then time-poor lecturers often teach in the way that they’ve been used to. Formal qualifications in tertiary teaching can support the development of a greater understanding, but only a few lecturers have the time or the enthusiasm to undertake these. There has to be a better way.

The Academic Development team are trying something different at the University of Canterbury. We are implementing a learner centric process for professional development for teaching and course development. We have designed a flexible, blended, learner driven professional development process, in which lecturers are invited to take part. This process utilises many of the recommended practices for effective professional development (Cordingley et al.,2015; Darling-Hammond et al.,2017; Hertz et al., 2022; Richardson & Díaz Maggioli, 2018) as well as strategies we recommend for tertiary teaching, and is undertaken at a time and pace that works for the lecturer(s) of a course. Through both format and content, the process provides examples of good practice, involves lecturers in flipped learning, offers expert support, incorporates collaborative course development, and promotes reflective practice.

How has this process been designed? How does it work? How is it being implemented? Is it having an impact? Commit seven minutes of your time to finding out (and bring your laptop to take notes).
Let me confess … Can a social media page create a sense of belonging?
Authors: White Amanda , Caccamo Francesca
Published: November 2023

This research paper explores the ability of social media platforms, specifically Facebook pages such as UTS Confessions to influence student belonging – by providing opportunities for students to engage in the university community and build a sense of belonging. This study considers the effects of the COVID-19 pandemic on both university and online experiences and highlights the importance of university intervention in online platforms to enhance student support and engagement. By examining relevant literature and conducting interviews with students, alumni, and staff, the study provides insights and recommendations for how universities cn interact with Facebook pages to help foster a sense of belonging.
More than the sum of its parts
Authors: Bone Elisa , Oliveira Eduardo , Colla Rachel , Yang Spencer Sarah , Farrow Jen , Harris Julian , Gaitan Luis , Iftikhar Naima
Published: November 2023

Curriculum renewal in higher education is a complex process involving multiple stakeholders across faculties, departments and supporting units with priorities and processes that commonly differ, adding to the complexity. Incentives for instructors to modify their curriculum include funded centralised programs that may also draw on the expertise of academic developers, learning designers and media producers. Here we reflect on our recent experiences working together across disparate academic and professional teams within a centrally funded curriculum renewal and innovation program in a large research-intensive university. One year after the implementation of a formalised network of supporting academic fellows, program reach significantly improved, and several projects implemented award-winning innovations. Early reflections on experiences across our supporting teams suggest that collaborative project work has contributed to more effective and innovative curriculum change initiatives. We propose a deeper investigation of these processes in a research project, to further inform curriculum innovation at research-intensive universities.
Mapping the connection between Learning Analytics and Learning Design
Authors: Corrin Linda , Law Nancy , Chen Minghui
Published: November 2023

Over the past decade many have attempted to articulate the connection between Learning Design (LD) and Learning Analytics (LA) in the form of a framework or model. However, there are now so many of these that it is difficult for practitioners to determine which ones are best for which circumstances. In this workshop, participants will be introduced to a new LD/LA map which brings together the key elements from across the multitude of frameworks in order to assist in the operationalisation of learning analytics in higher education. The aim of the workshop is to apply the framework to learning scenarios to evaluate and critique its effectiveness in informing the development of LA systems and interventions. The outcome of the workshop will be a better understanding of the utility of the map and a shared vocabulary relating to how we can talk about the connection of LD and LA in educational environments.
Explaining persistence in online learning
Authors: DAI Hai Min , Ni Kaige , Rappa Natasha Anne , Long Xin , Wu Chenggang , Wang Yan , Teo Timothy , Zhang Meng
Published: November 2023

Learners’ persistence in online learning plays a crucial role in achieving successful learning outcomes. In an effort to understand the underlying psychological mechanism of learners’ persistence in such environments, a systematic review is conducted to synthesise the existing knowledge. This concise paper presents three fundamental findings derived from the review project, namely, mapping the current research landscape, exploring the motivations propelling researchers to investigate this phenomenon, and examining the theoretical models employed in literature to explain learners’ behaviours.
Heutagogical-based ICALL environment
Authors: Maharrani Dwi , Cochrane Thomas
Published: November 2023

The use of Intelligent Computer Assisted Language Learning (ICALL) in foreign language learning holds great promises, but the identification of rigorous design principles to develop students’ capability through practical learning design are still insufficient. As capability concerns how people use their competencies in the unknown rather than in familiar situations, ensuring students' capability development becomes crucial in today’s complex, dynamic, and rapidly changing system of modern society. One critical question to firstly answer regarding the numerous variety and available options of ICALL applications is what and how to choose appropriate and relevant ICALL applications which would effectively enhance students’ capability. This paper proposes a framework for the intervention design of the ICALL learning environment to develop EFL students’ capability based on the pedagogy-andragogy-heutagogy continuum and the authentic learning framework.
Exploring alternative invigilated assessments in higher education
Authors: Kinley Khamsum
Published: November 2023

The use of educational technologies in course development, assessment, and delivery has undergone significant transformations in higher education institutions due to the Covid-19 pandemic. With universities worldwide offering an unprecedented number of online courses, the landscape of higher education has experienced both opportunities and challenges for learning designers, academics, and students. Among the challenges faced, proctoring online examinations has emerged as a pressing concern. Focusing on the context of a school where accreditation requirements demand invigilated assessments, this paper explores and proposes alternative invigilated assessment approaches across various modes of course delivery. This work-in-progress report provides insights into different alternative invigilated assessment options, offering practical instructions for implementing these assessment methods. By exploring these options, this paper aims to contribute to the broader discussion on assessment practices in higher education and better align with the needs of our students and academic programs as well as that of the accrediting bodies.
Collaborative sensemaking with generative AI
Authors: Vallis Carmen , Taleo Wendy , Wheeler Penny , Casey Alison , Tucker Sue , Luu Julie , Zeivots Sandris
Published: November 2023

Educators are wrestling with the changes wrought by generative AI (GenAI), particularly the widespread adoption of ChatGPT. This paper introduces creative and collaborative sensemaking with GenAI as an alternative form of academic and professional development to spark reflection on the implications of this technology for educators and to increase GenAI literacy. By combining human and AI-generated text in iterative loops, we created a text and a creative process to collectively investigate the use of GenAI in education. Collaborative poetic inquiry, an arts-based research method, was used in tandem with generative experiments using AI tools, culminating in an ode to collaborative sensemaking. Drawing on the authors’ collective experience as a group of educational professionals and academics, we then critically analysed how GenAI may impact educators and augment creative practices to generate new insights. Further implications for practice from this sensemaking with GenAI in education are discussed.
Mentoring of Female and Minority Leaders in Higher Educational Settings
Authors: Henwood Heath
Published: November 2023

The complexities and demands of leadership roles in universities are increasing. In an industry where leadership roles are dominated by white men, females and members of minority groups struggle to succeed in leadership positions. They express feelings of being out of place and reject by peers. Mentoring has been demonstrated as an effective tool to develop leadership skills, resulting in longevity in a career. This option is not always available or suitable for women and minorities. This paper suggests digital mentoring as a solution of issues of socialisation, distance, and a lack of local guides for women and minorities entering leadership positions within universities. Digital mentoring as a support will provide more skills and support for women and minorities to enter into and have longevity in leadership positions.
Unveiling the chameleon
Authors: Thornley Jacqui , Schwenger Bettina
Published: November 2023

Collaborative practices are at the heart of the development process in educational programme and course design. Collaboration between partners is essential in learning design projects as it brings together diverse perspectives, expertise, and skills to create effective learning experiences. However, it also presents numerous challenges that can hinder the collaborative process. This paper draws on the experiences of an academic developer and an online learning designer over several online/blended projects carried out in a higher education setting, individually and together. As co-project leaders in the design and development cycle, the authors critically examine through a reflective lens how leadership, behavioral characteristics and digital tools support successful collaborations in their learning design projects. The paper discusses recommendations that strengthen partnerships and support collaborations.
Labs, Field Trips and Tours during ERT
Authors: Rosin Victoria , Westbrooke Victoria , Lucock Xiaomeng , Bailey Alison
Published: November 2023

Student and lecturer insights gained on the pedagogical practices used during Emergency Remote Teaching (ERT) for laboratory, field trip and tour practices, should be used to inform and improve in-person and online higher education programs for the traditionally practical-based courses of agriculture, horticulture and food. Qualitative lecturer focus group data was thematically analyzed and used to develop the online student survey. Quantitative and qualitative data were collected in mid-2021 from the online survey of students. Survey qualitative data was thematically analysed and used to validate and expand on the quantitative data descriptive statistics. Findings revealed that agricultural classes with practical components can be transitioned to deliver some material online to provide additional benefits that enhance the practical components, adds to existing material, and provides benefits in the understanding of that material for students. To transition these components well requires time, funding and online pedagogy professional development to be successful.
Understanding university teachers’ online pedagogies through teaching analytics
Authors: Boitshwarelo Bopelo , Stack Anna , Hynes Kym , Armstrong Mark
Published: November 2023

The pedagogies used by university teachers in the online learning space influence the student learning process. Understanding teachers’ online intentions and practices is therefore a critical pursuit towards enhancing student learning experiences and outcomes. This paper explores teaching analytics and how they can help us understand online teacher decisions and practices. Using preliminary data related to online quizzes and forums, the paper illustrates the potential and challenges related to the use of teaching analytics and concludes by discussing implications and recommending further work.
Peopling Technologies educational model
Authors: David Naomi Nirupa , Cain Kat
Published: November 2023

This conceptual paper articulates a digital education approach that privileges diverse learners and harnesses the potential of technologies. The approach positions digital ways of thinking in terms of a philosophy (Peopling Technologies), a pedagogy (Immediate, Collaborative, Interactive pedagogy) and an evaluative framework (Sliding Glass Doors Learning). The three elements in concert focus closely on, and are responsive to, student contexts and skills. This balance forms an overall Peopling Technologies educational model designed to support students through transition to university and ongoing engagement in their studies. This educational model has practical implementation in the context of curriculum design and assessment design. The approach was developed in 2019, with ongoing iteration taking place in an education course assessment redesign project. Digital learning environments, shaped by this model, encourages belonging and inclusion to cultivate digital literacies, academic skills, discipline knowledges, and professional practice. The Peopling Technologies education model is adaptive to different discipline areas and elements of the approach are iterative to further contexts. By virtue of this model’s philosophical and pedagogical elements, this approach can be flexibly applied to changing contexts and responsive to technological advances (for example, generative artificial intelligence).
Embracing Reflexivity
Authors: Bond Kerry , Vanderburg Michelle , Chugh Ritesh , Johnston Katrina , Flanders Margaret , Clapperton Roslyn , Ryan Colleen
Published: November 2023

This case study evaluates the interdisciplinary experiences of a research team producing a digital education tool. It proposes important considerations for successful collaboration and group development, which can lead to beneficial and deeper long-term partnerships across faculties within an institution.  The study suggests value in using components of collaborative research to reflect on group development and progress. In alignment with the literature, it was found that time is essential for creativity, innovation, and group performance, which are successful products of both interpersonal and task-activity aspects of interdisciplinary collaborations. Challenges and impacts on group morale can be ameliorated by factors such as operational strategies, a sense of shared ownership and personal value to the project. The long-term benefits of fostering deeper interdisciplinary partnerships are briefly explored.
Business school and museum partnership to change student perceptions on leadership
Authors: Wardak Dewa , Mantai Lilia , Guerry Eve , Thogersen Jane
Published: November 2023

Universities and museums often operate on different educational paradigms and partnerships between museums and universities have been relatively unexplored in some disciplines, making it difficult to generate new and innovative patterns of learning, research and scholarship. The day-to-day complexities of such inter-disciplinary partnership often remain hidden with much of the collaborative work conducted by individuals without formal university support. In this paper, we advocate for a more systematic and sustained partnership between university museums and educators and present a case study of a partnership between an on-campus museum and a business school to teach students about responsible leadership. We outline the benefits and challenges of such interdisciplinary partnership and present a case study where we explore Object-Based Learning (OBL) as the central element of this collaboration.
What can we learn from University students’ experiences of online learning during COVID?
Authors: Forbes Dianne , Gedera Dilani , Hartnett Maggie , Brown Cheryl , Datt Ashwini
Published: November 2023

This panel brings together a research team from five different universities in Aotearoa New Zealand who have collaborated since 2020 on a project exploring university students’ experiences of online learning during COVID-19. The multiple method project has yielded several co-authored publications. The symposium, led by each member of the project team, draws on our research to engage the audience with key provocations. Sharing brief insights from the research project, paying particular attention to people, partnerships and pedagogies, we aim to generate discussion of key learning stemming from diverse student experiences, with consideration to how these may inform responsive and sustainable strategies for teaching and online learning for the future. It is anticipated that audience participants will reflect and contribute diverse perspectives giving rise to new understandings in relation to the experiences of diverse people, research partnerships, and the theory and practice of online learning.
Polytechnic Students’ Perspectives of a Blended Problem-Based Learning Approach in Singapore
Authors: Idris Emilia , Choy Doris , Chua Bee Leng
Published: November 2023

Blended learning has become an integral component of the curriculum in institutes of higher learning (IHL) worldwide. Problem-based Learning (PBL) is a constructivistic learning approach that can facilitate the development of 21st-century competencies such as self-directed learning (SDL) and collaborative learning (CL). This study investigated if there are any differences in Polytechnic students’ perceptions of self-directed learning and collaborative learning between the blended PBL design and the face-to-face PBL design in terms of self-directed learning and collaborative learning in Singapore. The study adopted a quasi-experimental approach, with 56 student participants completing a 36-item validated pre/post survey instrument (MSDLCL). Statistical analyses suggested that in both PBL approaches, students’ perceptions of self-directed learning with technology and collaborative learning increased significantly. Focus group discussion results suggested that while students were motivated to complete the assigned PBL tasks, they preferred to conduct collaborative learning activities in person and work on self-directed learning activities online.
Not off to a flying start
Authors: Carney Anne
Published: November 2023

Often, when presented with a task or a problem, we jump in and start work immediately. This approach can lead to solutions that do not meet the needs of the people they are designed for. This paper outlines a less straightforward approach using human-centred design. The Accessibility Hub project was conceived as an online self-service resource for students at an Australian tertiary institute. A teaching and learning specialist and an information technology specialist led the project. After initially dividing up the task and getting started on their to-do lists, the two colleagues decided to take a step back. They employed human-centred design, a process that included empathy interviews with students with disability and ideation sessions with colleagues. Out of this grew a community of practice and the idea that the Accessibility Hub could be a resource for all staff and students at the institute. The Accessibility Hub was launched in January 2023 with the tag line ‘Everyone needs a little help sometimes.’
Developing a good practice guide for group work that transcends disciplines
Authors: Stoddard Angela
Published: November 2023

Collaborative and group-based learning provides a rich opportunity to enhance student outcomes (Prince, 2004). The Australian National University (ANU) Learning and Teaching Strategy (2022) outlines a goal to promote collaborative pedagogies and ensure students experience group and team-based learning activities. Group assessment is a means to achieve this by structurally valuing and prioritising students working with their peers on complex problems and long-term projects. A small-scale exploratory study (unpublished) conducted by the Centre for Learning and Teaching (CLT) found only 11% of undergraduate courses at the ANU in 2022 had any element of group assessment, emphasising the need to support educators to incorporate more high quality group work and assessment across programs.

To address this need, we developed and delivered a digital good practice guide and training workshop that aims to support educators to create and facilitate group assessments that work best for their context. At the heart of the project was a partnership with staff from the School of Engineering who expressed a keen interest in sharing their experience, knowledge, and existing resources relating to the design and support of group work with the broader University. We saw this as an opportunity to enable and enhance sharing between educators and education support staff across discipline areas and colleges, overcoming silos that exist within the University. To maximise our reach and impact, we chose to co-design a digital resource with the School of Engineering promoted through online communication channels because it offers an accessible format that is available all educators at or outside of the ANU.

Our good practice guide for group work and assessment responds to the diverse needs and contexts of educators, translating theory from the literature into practical recommendations. The guide is underpinned by the theoretical framework of social constructivism (Vygotsky, 1980), and was created using a human-centred approach to design. The partnership with the School of Engineering made this design approach possible as it established a pathway for us to engage directly with end users. Importantly, we also engaged with staff from across other areas of the University to ensure the content and design of the guide addresses the learning and teaching contexts relevant to their discipline (e.g. predominantly male or International student cohorts) and the emerging context of transdisciplinary courses. This poster will present the process and outcomes of the project from the initial research and discovery phase through to the design, delivery, and evaluation of the good practice guide and accompanying workshop. Alongside this, we will present a critical reflection on how the partnership and engagement with educators across disciplines affected the design and ultimate impact of the resources.
Transforming the University – One Standard at a Time
Authors: Huber Elaine , Campbell Chris , Thorneycroft Sarah , Warburton Steven
Published: November 2023

With the rapid growth of online learning in higher education, there is an increasing need to establish standards that ensure the quality of these educational experiences for our students. This panel presentation explores the evolving landscape of online learning, discusses the need for robust standards for quality online education, highlights the development of the TELAS framework and programs, and explores the integration of standards into organisational contexts.
Living Labs and Future Narratives
Authors: Hatfield Maryella
Published: November 2023

Authenticity, originality, lived human experience. How much value is being placed on these qualities in a world facing challenges such as AI, climate change and economic breakdown, rapid reconfigurations in the future of work? How can cross curriculum experiences and partnership pedagogies support students and universities navigating these challenges? In this paper, I reflect on innovations in learning and teaching, research, and scholarship in an age of seismic uncertainty. Specifically, I address the intersections between Screen Media, STEM, design thinking and storytelling for sustainability as part of the student and university experience. Citing case studies and examples, I consider some of the co-creation methodologies, the role of appreciative enquiry, and cross-curriculum partnership pedagogies, in the form of living labs. These have demonstrably enabled us to learn from each other and contribute to a wider landscape of scholarship and work that values original thinking and authentic creative expression.
Identifying the components of foundational Artificial Intelligence (AI) literacy - Early results from a Delphi study
Authors: MacCallum Kathryn , Parsons David , Mohaghegh Mahsa
Published: November 2023

This article provides some initial results from the first phase of a Delphi study to identify the critical components of an Artificial Intelligence (AI) literacy curriculum. This article explores the study results that address a four-level capability model, but only the lowest level of this model. The Delphi panel comprised 17 experts in AI, and the first round of the study used a survey to gather the experts' responses in three areas that were based on previous literature - knowledge (and concepts) of AI, skills related to AI, and understanding AI in context. A structured thematic analysis revealed several themes under these categories. For foundational knowledge and concepts, it was determined that three areas were needed, namely 1) what is AI? 2) applications of AI, and 3) AI technologies. Skills were divided into cognitive and technical skills, with cognitive skills further divided into 21st-century and applied skills. Understandings comprised social issues, risks, and debates. The repeated ideas that formed these themes gave rich insights into how an AI literacy curriculum might be structured and provided a firm foundation for subsequent rounds of the study, which will involve further iteration and consolidation of these ideas.
Learning analytics with iLearn Insights
Authors: Joarder Shamim
Published: November 2023

iLearn Insights is an innovative online application to address the challenge of engaging, motivating and supporting students with automated personalised email for those at risk of failure. It allows academics to identify students who are engaging or otherwise with the Learning Management System (LMS) content, thus allowing early intervention, and ultimately improved retention in units by providing targeted support to a student cohort. In contrast to systems that provide only static data reports, this vendor-independent innovation was built in-house to analyse and visualise student learning data in relation to access patterns, forum activity, learning activity submission and grades to identify a student cohort that needs support, as well as enabling teaching staff to send personalised emails to students on the basis of their level of engagement and/or performance.

Feedback has a powerful impact on learning, but students frequently highlight it as an area that can be improved in tertiary education (Dawson and Henderson, 2019). iLearn Insights provides graphical representation of LMS data that enables visual personalised feedback to students. Within three mouse clicks, academic staff can trigger a range of automated communications to commend high-achieving students, offer additional assistance to lower performing students or to recapture disengaged students. These emails can be a targeted to a group of students and configured by the unit convenor to contain motivating information including the top five resources accessed by classmates; a student’s mark in comparison to the class average; number or percentage of students that have already submitted an assignment; clickable links; and support resources for students falling behind.

ILearn Insights was developed based on four principals of learning analytics design knowledge: integration, agency, reference frame and dialogue (Wise, 2014). It has been observed that targeted visual feedback with clickable links is the most effective way to engage students quickly.?The positive impact of iLearn Insights is demonstrated by its rapid uptake by teaching staff across Macquarie University. When it launched in Session 1, 2020, after 18 months of piloting, there were 478 users across 763 units (subjects) who sent 125334 targeted personalised emails. In Session 1, 2023 iLearn Insights was used by approximately 808 users across 40 departments and learning support areas and 1237 units, sending over 316576 targeted emails to encourage students to engage with learning activities or offer support. That represents an increase of 169% of users, 162% of units and 253% of emails in three years. These personalised email exchanges have led to enhanced student engagement, which is critical for student success (Kahu and Nelson, 2018; De Villiers and Werner, 2018; McClenney et al, 2012; Klem and Connell, 2004).
Building a model for transmedia learning
Authors: Tombleson Bridget
Published: November 2023

This paper presents insights from an ongoing doctoral research project into developing a model for transmedia learning for work integrated learning in higher education. Transmedia learning is defined as a way to learn across different platforms, developing the students’ holistic understanding of the topic through collaborative learning, but also developing their own transmedia skills as a part of the process. In this way learning is a social process even though students may not be in a face-to-face classroom environment, as is the case with work integrated learning. The research focuses on developing a model for student learning that is based on co-creation and collaboration, across a range of learning platforms. The study specifically investigates learning across learning management systems, some social media platforms, and the use of Massive Open Online Courses. Five key areas are identified for transmedia learning including informal learning, participatory culture, transmedia play, transmedia skills, and connectedness. This paper offers understanding of the research approach and highlights areas of study currently being researched.
Cooling‐induced cutaneous vasodilatation is mediated by small‐conductance, calcium‐activated potassium channels in tail arteries from male mice
Authors: Chang Fumin , Flavahan Sheila , Flavahan Nicholas A.
Published: November 2023

Cooling causes cutaneous dilatation to restrain cold‐induced constriction and prevent tissue injury. Cooling increases communication through myoendothelial gap junctions (MEGJs), thereby increasing endothelium‐derived hyperpolarization (EDH)‐type dilatation. EDH is initiated by calcium‐activated potassium channels (KCa) activated by endothelial stimuli or muscle‐derived mediators traversing MEGJs (myoendothelial feedback). The goal of this study was to determine the individual roles of KCa with small (SK3) and intermediate (IK1) conductance in cooling‐induced dilatation. Vasomotor responses of mice isolated cutaneous tail arteries were analyzed by pressure myography at 37°C and 28°C. Cooling increased acetylcholine‐induced EDH‐type dilatation during inhibition of NO and prostacyclin production. IK1 inhibition did not affect dilatations to acetylcholine, whereas SK3 inhibition inhibited dilatation at both temperatures. Cooling uncovered myoendothelial feedback to inhibit constrictions in U46619. IK1 inhibition did not affect U46619 constrictions, whereas SK3 inhibition abolished the inhibitory effect of cooling without affecting U46619 constriction at 37°C. Immunoblots confirmed SK3 expression, which was localized (immunofluorescence) to holes in the internal elastic lamina consistent with myoendothelial projections. Immunoblots and Immunofluorescence did not detect IK1. Studies in non‐cutaneous arteries have highlighted the predominant role of IK1 in EDH‐type dilatation. Cutaneous arteries are distinctly reliant on SK3, which may enable EDH‐type dilation to be amplified by cooling.
Distinguish Dianthus species or varieties based on chloroplast genomes
Authors: Meng Dong , Yang Liu , Yunlin Zhao , Guiyan Yang , Shuwen Chen , Zhenggang Xu
Published: November 2023

Most plants belonging to the widely distributed genus Dianthus are used for gardening. Interspecific hybridization of different Dianthus species leads to blurred genetic backgrounds. To obtain more genomic resources and understand the phylogenetic relationships among Dianthus species, the chloroplast genomes of 12 Dianthus species, including nine Dianthus gratianopolitanus varieties, were analyzed. The chloroplast genomes of these 12 species exhibited similar sizes (149,474–149,735 bp), with Dianthus caryophyllus having a chloroplast genome size of 149,604 bp marked by a significant contraction in inverted repeats. In the chloroplast genome of Dianthus, we identified 124–126 annotated genes, including 83–84 protein-coding genes. Notably, D. caryophyllus had 83 protein-coding genes but lacked rpl2. The repeat sequences of the chloroplast genome were consistent among species, and variations in the sequence were limited and not prominent. However, notable gene replacements were observed in the boundary region. Phylogenetic analysis of Dianthus indicated that D. caryophyllus and D. gratianopolitanus were most closely related, suggesting that the degree of variation within nine Dianthus varieties was no less than the variation observed between species. These differences provide a theoretical foundation for a more comprehensive understanding of the diversity within Dianthus species.
Growth of hypercyclic entire functions for some non-convolution operators
Authors: Romero de la Rosa María Pilar
Published: November 2023

A continuous linear operator

T

T

defined on a Fréchet space

X

X

is said to be hypercyclic if there exists

f
∈
X

f\in X

such that, the orbit

{

T

n

f

}

\left\{{T}^{n}f\right\}

is dense in

X

X

. In this article, we consider the operators introduced by Aron and Markose, defined on the space of entire functions by

T

λ
,
b

f

(

z

)

=
f
′

(

λ
z
+
b

)

{T}_{\lambda ,b}f\left(z)=f^{\prime} \left(\lambda z+b)

,

λ
∈
C
\

{

1

}

\lambda \in {\mathbb{C}}\setminus \left\{1\right\}

,

b
∈
C

b\in {\mathbb{C}}

, and we aimed to explore the rate of growth of hypercyclic vectors for

T

λ
,
b

{T}_{\lambda ,b}

. We discover that

T

λ
,
b

{T}_{\lambda ,b}

is a weighted backward shift with respect to some basis and this fact allows us to find sharp estimates of the growth of

T

λ
,
b

{T}_{\lambda ,b}

-hypercyclic vectors. When

∣
λ
∣
=
1

| \lambda | =1

, the

T

λ
,
b

{T}_{\lambda ,b}

-hypercyclic function growth is similar to the

D

D

-hypercyclic functions (

D

D

is the differentiation operator), and when

∣
λ
∣
>
1

| \lambda | \gt 1

, the

T

λ
,
b

{T}_{\lambda ,b}

-hypercyclic functions can grow very slowly but not arbitrarily slowly. A lower bound of this growth is found in terms of the

W

W

-Lambert function. Finally, partial results are obtained for

T

λ
,
b

{T}_{\lambda ,b}

-frequently hypercyclic functions.