bluuebunny/crossref_metadata_2025 huggingface dataset:
The Words Students Need and How They Can Learn Them
Authors: Fleming Patrick C.
Published: October 2017

This article asserts the importance of disciplinary vocabulary, especially in literature classes. Disciplinary trends in the last few decades shifted our focus away from “surface” features like poetic form, leaving our students bereft of the vocabulary for describing those features. In light of recent scholarly emphases, I argue that we need to recover this vocabulary and that, as research in cognitive science and education demonstrates, merely asking students to look up terms in a glossary does not allow them to master it. I then describe two methods for systematically integrating disciplinary vocabulary into a course syllabus, using digital tools both to give students practice in applying these terms and to increase their motivation to do so.
Beyond the Schools Approach
Authors: Gulddal Jesper
Published: October 2017

This article presents a three-stage critique of the “schools approach” to teaching literary theory at the undergraduate level. First, it demonstrates the continued dominance of this approach both in teaching programs and in the textbook literature. Second, it discusses the approach's pedagogical shortcomings. Third, it presents a teaching approach better suited to encourage active theoretical reflection.
Ms/Use of Technology
Authors: deNoyelles Aimee , Milanés Cecilia Rodríguez , Dunlap Kathryn
Published: October 2017

The purpose of this article is to share how classroom incorporation of technology with feminist pedagogy in mind both elicited and constrained learning opportunities in a large, blended class setting. Technology selection, assignment revision, and changes to teaching practices are addressed. We conclude with recommendations for teachers facing similar circumstances.
I Am a Marine
Authors: Wright Micah Christopher
Published: October 2017

While other students were planning their moves to big universities across the nation, Micah Wright had a different post–high school plan. He wanted to join the Marine Corps. He left for boot camp in September 2002 and started a four-year life-changing experience that resulted in him earning a Combat Action Ribbon and a Purple Heart. After his active service, he decided to start another venture: college. Though his resolve had been tested many times before, attending a university, where the halls were filled with unfamiliar college students and the classes were led by professors whose teaching styles did not match his Marine Corps training, was more difficult than he anticipated, until he realized that his identity as a Marine could be a formidable force in achieving his degree.
Exploring the Civilian-Military Divide and How My Role as Displaced Graduate Student Turned into a Search for Self
Authors: Hadlock Erin D.
Published: October 2017

This essay follows an active duty Army officer from her first day in graduate school until a year after graduation, when she is able to situate her role as military student within the context of a civilian university. This essay argues that some of the boundaries surrounding those associated with the military can be of their own making and that a composition class, specifically, equips its military members and student veterans with the tools to recognize, name, and negotiate those boundaries.
A Personal Challenge of Veteran Integration
Authors: Voigt Justin
Published: October 2017

This essay discusses the personal experiences of a US Army soldier transitioning from military life to academia, focusing on lessons of isolation learned from the author's experiences teaching foreign soldiers and then international students. These lessons can inform our approach to successful veteran integration into our classrooms and into our broader campus communities.
Teaching with Dave Chappelle
Authors: Particelli Brice
Published: October 2017

Through a classroom moment in a graduate course in the teaching of writing, Particelli explores ways in which pointed inquiry into genre—satire, in this case—allows for a lesson design that encourages critical exploration of culture without burdening students with essentialist discussions. Using an inquiry-based approach to genre study, the students in this classroom explore many kinds of “text”—from stand-up comedy to fiction and narrative nonfiction—with an unavoidable eye toward critical theory but without the traditional approach that pushes students to apply a “critical lens” to a text in the way that a tool might be applied to an object. Particelli argues that those often didactic approaches push students to learn a specific script for a specific situation and can even push students to experience the world polemically and thus to become less willing to see complexity of argument, power, and position. Through this classroom example where the cultural habits and expectations of genre remain at the center of conversation, Particelli hopes to spark conversation surrounding the possibilities of expanding our approaches as we develop discussions at the intersections of cultural power, social politics, literature, writing, and students' personal experience.
Metafictional Narrative and Teaching Writing as Process
Authors: Gulya Jason J.
Published: October 2017

This article uses Laurence Sterne's Tristram Shandy to explore how literature instructors can use eighteenth-century novels, many of which bring attention to themselves as creations of the writing process, to encourage their students to reflect on their position as writers in the twenty-first century. Gulya proposes teaching Tristram Shandy and other self-referential texts within the context of writing studies. This approach helps our students recognize the close relationship between writing and cognition and, by so doing, brings their attention to writing as a process as well as a product. Gulya also outlines some of the major benefits of encouraging students to think about writing as a process, including more vibrant peer-revision sessions and an increase in students' tendencies to take intellectual risks in their writing.
Seeking Wisdom and Cultivating Delight
Authors: Arnell Carla
Published: October 2017

This essay examines the challenges and opportunities that characterize teaching literature in contemporary high schools and colleges—an educational milieu that has become increasingly dominated by standardized testing, skills assessment, and careerism.
Experiential Learning in the Humanities
Authors: Lucas Kristin , Radia Pavlina
Published: October 2017

Those of us who teach English literature are familiar with the wide range of skills and capacities of our students. It remains a challenge, though, for English students to demonstrate the applicability of those skills beyond the academy, for instance, to prospective employers. This essay argues that creative education through experiential learning provides important opportunities for students and enhances their development as independent individuals who make their own decisions. To examine the pedagogical benefits that such learning can have in the humanities, this article draws on two extracurricular projects that we coordinate, NuSense, an undergraduate online journal, and Shakespeare after School, a community drama program for children. The skills the student volunteers draw upon to complete these projects include research, editing, writing, analysis, dramaturgy, and time management. In other words, NuSense and Shakespeare after School utilize the core skills of English studies and help students both hone and demonstrate those skills in a practical and public setting.
Go Deep, Go Wide
Authors: Humpherys Anne
Published: October 2017

This essay describes a graduate course, The Nineteenth-Century Novel in Context, that I developed and taught in fall 2011 at the Graduate Center, City University of New York. The essay was developed from an oral presentation that was part of a teaching panel at the Northeast Victorian Studies Association annual conference in the spring of 2013. The course was my final effort to “go wide” in teaching Victorian literature in its larger context, a desire that grew increasingly difficult to satisfy as the canon of Victorian literature became enlarged and thus somewhat unstable. I also wanted to organize the readings so that my students might get a sense of the literary context in which Victorian readers might have experienced the individual texts when they read them in the nineteenth century. In an effort to describe how I got to the syllabus for The Nineteenth-Century Novel in Context (included as an appendix), I give a personal sense of the history of the field of Victorian literature over the last fifty years, tracing the development of the field of English literature in general and Victorian literature in particular. I end with my evaluation of the course I developed, its strengths and its weaknesses, and what I learned from it.
Audiograms of three subterranean rodent species (gen. Fukomys) determined by auditory brainstem responses reveal extremely low high-frequency cut-offs
Authors: Gerhardt Patricia , Henning Yoshiyuki , Begall Sabine , Malkemper E. Pascal
Published: October 2017

Life underground has shaped the auditory sense of subterranean mammals, shifting their hearing range to low frequencies. Mole-rats of the genus Fukomys have, however, been suggested to hear up to 18.5 kHz, unusually high for a subterranean rodent. We present audiograms of three mole-rat species, Fukomys anselli, Fukomys micklemi and the giant mole-rat Fukomys mechowii, based on evoked auditory brainstem potentials. All species showed low sensitivity and restricted hearing ranges at 60 dB SPL extending from 125 Hz to 4 kHz (5 octaves) with most sensitive hearing between 0.8 kHz and 1.4 kHz. The high frequency cut-offs are the lowest found in mammals to date. In contrast to predictions from middle ear morphology, F. mechowii did not show higher sensitivity in the low frequency range than F. anselli. These data suggest that the hearing range of Fukomys mole-rats is highly restricted to low frequencies and similar to other subterranean mammals.
Comparison of school based and supplemental vaccination strategies in the delivery of vaccines to 5-19 year olds in Africa - a systematic review
Authors: Haddison Eposi C. , Abdullahi Leila H. , Muloiwa Rudzani , Hussey Gregory D. , Kagina Benjamin M.
Published: October 2017

Background: Some vaccine preventable diseases (VPDs) still remain a public health burden in many African countries. The occurrence of VPDs in all age groups has led to the realization of the need to extend routine immunisation services to school age children, adolescents and adults. Supplemental immunisation activities (SIAs) and school based vaccinations (SBVs) are common strategies used to complement the expanded programme on immunisation (EPI). This review aimed to assess the effectiveness of SIAs compared to SBVs in the administration of vaccines to 5-19 year olds in Africa.

Methods: Systematic review methods were used to address our study aim. Several electronic databases were searched up to March 30, 2017 for primary studies investigating the delivery of vaccines via SIAs or SBVs to 5-19 year olds. This search was complemented by browsing reference lists of potential studies obtained from search outputs. Outcomes considered for inclusion were: vaccination coverage, costs of the strategy or its effect on routine immunisation services.

Results: Out of the 4938 studies identified, 31 studies met the review inclusion criteria. Both SIAs and SBVs showed high vaccination coverage. However, the SIAs reported higher coverage than SBVs: 91% (95% CI: 84%, 98%) versus 75% (95% CI: 67%, 83%). In most settings, SBVs were reported to be more expensive than SIAs. The SIAs were found to negatively affect routine immunisation services.

Conclusions: Both SIAs and SBVs are routinely used to complement the EPI in the delivery of vaccines in Africa. In settings where school enrolment is suboptimal, as is the case in many African countries, our results show SIAs may be more effective in reaching school age children and adolescents than SBVs. Our results re-iterate the importance of evaluating systematic evidence to best inform African authorities on the optimal vaccine delivery strategies targeting school age children and adolescents.
The role of alcoholic extract of Zataria multiflora Boiss in controlling opium withdrawal symptoms: a randomized, double-blind study
Authors: Sayyah Mehdi , Siahpoush Alireza , Rahim Fakher
Published: October 2017

Aim of the study

The effect of the alcoholic extract of Zataria multiflora Boiss in controlling the symptoms of opium withdrawal compared to methadone was studied.

Subject or material and methods

In a double-blind, randomized clinical trial, alcoholic extract of Zataria multiflora Boiss and methadone were given to 40 patients and withdrawal symptoms in the days of 0,2,7,11 and 15 was evaluated by the CINA scale.

Results

Withdrawal symptoms were controlled in both study groups and these symptoms were tolerated when reducing the methadone dose in the theme group.

Discussion

Herbs have been used to treat various diseases, especially chronic and treatment-resistant diseases in countries with a long and traditional culture. Thus, if this is done in no systematic and structured manner, it can be problematic for patients and health systems.

Conclusions

Alcoholic extract of Zataria multiflora Boiss can be used as an effective agent in controlling the symptoms of opium withdrawal that need to be considered in future studies.
Gender dysphoria and gender variance in children – diagnostic and therapeutic controversies
Authors: Puszyk Monika , Czajeczny Dominik
Published: October 2017

The phenomenon of atypical gender identity in adolescents and adults, in diagnostic classifications called gender identity disorder – transsexualism (ICD-10) or gender dysphoria (DSM-V), arouses interest among research communities and has been reported in the Polish and foreign literature. At the same time, much less attention is given to the very same phenomenon occurring in childhood, leaving a gap in the area of knowledge and competence potentially significant to a wider range of specialists including psychiatrists, psychotherapists, paediatricians, and social workers. The aim of this paper is to provide a synthesis and present the current state of knowledge about the situation of children with atypical gender identity and their families. Available data pertaining to aetiology, psychopathology, and developmental paths of individuals experiencing gender dysphoria of childhood are analysed. Moreover, the aim is to draw attention to controversies surrounding diagnostic and therapeutic processes and significant, i.a., in the context of the observation that the vast majority of gender-dysphoric (GD) children appear to no longer experience the symptoms during adolescence and adulthood. Therefore, the paper presents some important areas of assistance and stresses the need for great caution and individual approach when working with GD children and their families.
Minority stress among homosexual and bisexual individuals – from theoretical concepts to research tools: The Sexual Minority Stress Scale
Authors: Iniewicz Grzegorz , Sałapa Kinga , Wrona Małgorzata , Marek Natalia
Published: October 2017

Aim of the study

Minority stress is a relatively new concept which has emerged from the earlier concept of stress. It’s popularity among researchers who are interested in minority groups is increasing. Minority stress refers to the consequences of the stigma, rejection, and violence of the majority of society as experienced by the minority. The concept can be operationalised in different ways. The first is via a questionnaire, an example of which is presented in the current article: the Sexual Minority Stress Scale (SMSS). It refers to a clearly defined concept of minority stress, and uses some indicators to of stress

Subject or material and methods

This research tool was translated and adapted to fit the Polish case. This paper presents the results of statistical analysis based on answers of 206 individuals describing themselves as homosexual and 62 describing themselves as bisexual.

Results

High psychometric results of the questionnaire were obtained.

Discussion

High psychometric results of the questionnaire indicate that the SMSS can be used in research on minority stress in bisexual and homosexual individuals.

Conclusions

However, further research is required to verify its usefulness in the clinical setting as a screening tool to diagnose those who may be at risk from high levels of minority stress.
The Need for Design Cases: Disseminating Design Knowledge
Authors: Boling Elizabeth
Published: October 2017

This article covers the definition of a design case as a specialized and critical form of design knowledge, including discussion of similar types of scholarship that are not design cases and the characteristic ways in which design cases are used. Arguments for developing rigorous design cases are presented.
Using Open-Source Tools to Design and Develop the Online Component of a Blended-Learning, Instructor-Led Course
Authors: Ionas Ioan G. , Easter Matthew A. , Miller William H. , Neumeyer Gayla M.
Published: October 2017

In the design case presented, an online component was designed for an existing introductory energy course targeted at providing pathways to employment in the utility industry. The online component included testing modules, scenario based assessments, and reading materials. The existing pencil and paper course was now to be an instructor-led, blended-learning course. While technologies have advanced in recent years, the question of how to blend computer technology with sound instructional design practices is very much alive and may be even more important when targeting content portability. This paper explores the challenges faced when attempting to use open-source applications in the design, development, and deployment of the online component of this course when primary objectives are outreach, access, portability of content, and ease of future updates.
Ty Gwyn: Documenting the Design of a Special School in Wales
Authors: Irish Julie E. N.
Published: October 2017

This design case describes the design process used for the development of new special school facilities for children with severe disabilities in Wales, United Kingdom. The lived experience is described from the interior design practitioner perspective. The background to the design of the school is outlined, and the design process and design changes that were made during the build process are detailed. The main features discussed are the toilet areas, hoist lifting system, the wayfinding and signage system, the hydrotherapy pool, and the wheelchair storage areas. Working relationships with key stakeholders involved in the design process are documented, including the Head Teacher, the staff, students, health professionals, service providers, and suppliers. During the build process, additional examples are provided of positive working arrangements between the project manager and the contractor to resolve design issues. The design case concludes by suggesting that, in this particular case, constant dialogue between all parties involved was a key component of this successful design outcome, in addition to obtaining design input from a variety of sources and flexibility to overcome issues on site.
Stories in the Rock: A Design Case of an Explorable Image Viewer in a Natural History Museum
Authors: Louw Marti , Ansari Ahmed , Bartley Chris , Sanford Camellia
Published: October 2017

This design case explores the affordances of gigapixel image technology for science communication and learning in museum settings through the iterative development of an explorable image viewer to engage visitors in an archaeological exhibit. We reflect on the series of user studies, prototype iterations, and design decisions taken to optimize navigation, annotation and exploration in this zoomable user interface. We highlight a set of design precedents, interaction frameworks, and content structuring approaches, while detailing the development of a media rich digital annotation strategy to augment interpretation, commentary, and conversation about a petroglyph site. Through this work, we highlight the unique affordances of multiscalar image platforms to scaffold disciplinary observation and engagement with scientific content.
Stars vs. Clouds: Creating a Collaborative Commons Learning Space
Authors: Dawkins Jim , Shute Valerie J.
Published: October 2017

The authors engaged in a redesign of the Robert Morgan Studio space, a learning lab for Instructional Systems students at Florida State University. This is a multipurpose computer and media lab that provides a venue for engaging with courseware, teaching and, learning applications, and accessing resources for specialization in digital production and dissemination. Originally intended to be a versatile computer and media lab for instructional systems courses with a specialization in digital production and dissemination, the space was found to be less than nurturing in its support of the original vision. The room was, in effect, designed without understanding the needed intent. Our goal was to provide a space for developing systems to evaluate how people learn, providing systems to help people engage in this learning. The lab needed to be deconstructed, literally and figuratively, from its austere and semi-functional layout into a more highly interactive studio; not simply individualized, but a highly social, context-dependent and collaborative achievement. This design case chronicles the design process including the installation and post-occupancy observations of both successes and failures in the resulting renovated space. The dynamics of team collaboration viewed horizontally across campus departments and vertically within the instructional and administrative structures of each group are explored as the design process unfolds. The narrative examines the Morgan Studio redesign through the process of conceptual design, schematic design, and design development normally associated with professional design practice. The roles of idea generation, sketch drawing, and FF&E selection and installation are highlighted against a client environment where proposed and perceived design directions are subjected to a variety of end-user desires, understandings, and expectations.
Using Analytics for Activity Awareness in Learning Systems
Authors: Laffey James M. , Amelung Christopher , Goggins Sean
Published: October 2017

The purpose of this design case is to tell the story of our work to design context-aware activity notification for learning management systems. The story of the design experience is not simple, in that it includes research and development, conceptual evolution, implementation and extinction, and multiple phases, including inspiration for future products. The main character in our story is the Context-aware Activity Notification System (CANS). CANS was created by researchers and students in a university laboratory and started (as do many designs) while doing something else; became a dissertation; drew FIPSE (Fund for the Improvement of Postsecondary Education) funding; was implemented over a number of years in a localized setting; eventually could no longer be supported; and continues to provide inspiration for visions of new forms of online learning. The design process is described across three phases: 1) initial design as part of a dissertation, 2) extensions to CANS enabled by a grant, and 3) future visions for the impact of CANS.
Automated and Amplified: Active Learning with Computers and Radio (1965-1979)
Authors: Trumbore Anne
Published: October 2017

Two combined design cases examine historically significant projects in technology-assisted instruction developed at Stanford in the 1960’s and 1970’s: Computer Assisted Instruction (CAI) for elementary school students, and the Nicaraguan Radio Mathematics Project (NRMP). The combination of the cases allows for the exploration of the commonalities in instructional design, use of technology, and methodology of each project, and reveals the practical and theoretical forces which positioned the highly experimental CAI as the genesis of NRMP, which became the model for Interactive Radio Instruction (IRI) which itself fulfilled the initial projects’ vision of active learning at scale. Today, as we pursue these same goals of student engagement and global access, these two integrated cases offer the successes and failures of the early experiments as considerations for our present designs while establishing a clearer intellectual heritage of technology-enhanced instruction.
Disclosing the Design of an African American Educational Technology: Bridge: A Cross Culture Reading Program
Authors: Young Patricia A.
Published: October 2017

Produced in 1977, Bridge: A Cross Culture Reading Program could have transformed what we presently know as urban education. However, Bridge met with the disapproval of parents, communities, and school districts. The execution of a truly transformative curriculum died as an experimental project implemented in urban school districts. This article documents the transformative nature of Bridge as an educational technology that could have better educated African American youth. Bridge was designed as an intervention reading program that sought to improve the reading levels of black junior and senior high school students in America’s public schools. The program was normed for “inner city” black students in grades 7-12 who were reading between 2nd and 4th grade levels. A text and context analysis and interviews with the designers are offered to provide details surrounding the construction of Bridge: A Cross Culture Reading Program. This is the story of its design, designers, and dormancy.
Playing for Climate Change: The Design and Development of a Game Prototype to Promote Scientific Literacy
Authors: Law Sandra Kim , Jacobsen Michele
Published: October 2017

This design case describes the work involved in developing a digital game-based learning environment, work that was part of a PhD research project. The designer was involved in all aspects of the project: conducting research into content that was included in the game, exploring the gaming platform (Second Life), adapting scientific literature for use in the game, consulting with science instructors, building the gaming environment, and writing scripts for objects in the environment. The gaming environment was a fictional town site called Budworm. The game was designed to promote scientific literacy in first and second year science undergraduate students through collaborative work on an open-ended problem related to the management of water resources in a region of western Canada subject to extremes in water availability. One of the design goals was to model the kind of environment that scientists encounter while they formulate research questions, a complex environment that involves collaboration with colleagues, creativity and a willingness to explore. Instructional experts in three scientific fields (biology, chemistry, and geosciences) were consulted during the course of this design, as was an expert in instructional design. The final product was the game and a set of game design principles that were informed by the literature on educational gaming and consultations with the instructional experts.
Motivating Students' STEM Learning Using Biographical Information
Authors: Ahn Janet N. , Luna-Lucero Myra , Lamnina Marianna , Nightingale Miriam , Novak Daniel , Lin-Siegler Xiaodong
Published: October 2017

Science instruction has focused on teaching students scientific content knowledge and problem-solving skills. However, even the best content instruction does not guarantee improved learning, as students’ motivation ultimately determines whether or not they will take advantage of the content. The goal of our instruction is to address the “leaky STEM pipeline” problem and retain more students in STEM fields. We designed a struggle-oriented instruction that tells stories about how even the greatest scientists struggled and failed prior to their discoveries. We describe how we have gone about designing this instruction to increase students’ motivation and better prepare them to interact and engage with content knowledge. We first discuss why we took this struggle-oriented approach to instruction by delineating the limitations of content-focused science instruction, especially from a motivational standpoint. Second, we detail how we designed and implemented this instruction in schools, outlining the factors that influenced our decisions under specific situational constraints. Finally, we discuss implications for future designers interested in utilizing this approach to instruction.
Enacting a Reform-Based Science Curriculum: Design Changes to Extend Inquiry
Authors: Eick Charles J. , Dias Michael
Published: October 2017

The first author re-entered the middle grades classroom to teach a new National Science Foundation (NSF) physical science curriculum that was designed to foster conceptual change through a scientific approach. The curriculum design met the need and call for reform in science education through its focus on inquiry, evidence-based reasoning, peer collaboration, and deeper understanding of important concepts in a science discipline. Lessons followed a learning cycle of activities for knowledge construction. As a self-study, the first author as teacher sought to learn about his beliefs and abilities in practice while enacting and adjusting the curriculum design. The second author helped in this reflective practice through visiting the first author’s classroom for periodic observations, interviews, and discussions about the implementation of this curriculum. Four videotaped lessons and instructional artifacts demonstrate that the teacher enacted the curriculum with high fidelity to its prescribed inquiries and learning cycle format with only minor changes. Instructional design modifications were made in practice to assist lower achieving students meet its high academic challenge of analytical thinking. The merits of the prescribed curriculum for promoting deductive scientific thinking are detailed alongside instructional design decisions emanating from the curriculums’ academic rigor and limitations in connecting to adolescent interest and choice. This case details one example of a teacher who intended to faithfully implement a reform-based science curriculum, realizing along the way, that design changes were warranted to meet the educative and emotional needs of students in a particular context.
When We Partner with Teachers: Educators as (Co-)Designers
Authors: Dias Laurie , Glazewski Krista
Published: October 2017

In this special issue, we asked a broad question: what do our designs look like when we partner with teachers? More specifically, we began by acknowledging the fact that our design decisions - the “what has gone into this effort?” - are not always visible in our research publications. The result is a diverse collection of contributing teachers, teacher educators, and educational researchers. This is the first of two special issues focusing on partnership implementations of instructional designs intended for K-12 classrooms. From an open call for proposals, we invited manuscripts that represented different design approaches, contexts, and products, and gave special attention to those authored or co-authored by teachers. After several rounds of peer review, seven manuscripts were selected for the first issue. In this issue, we have brought together a collection of design cases that reflect a range of science instruction resulting from designing new or re-designing existing curricula to creating web-based virtual rainforest journeys to digital physics games. The authors document details of their design thinking, priorities, and influencers. They discuss implementation considerations and confront tensions that existed between their design ideas and the needs of the learners who would use their instructional products in contexts where resources and constraints cannot always easily be known in advance.
Atom Tracker: Designing a Mobile Augmented Reality Experience to Support Instruction About Cycles and Conservation of Matter in Outdoor Learning Environments
Authors: Kamarainen Amy M. , Metcalf Shari , Grotzer Tina A. , Brimhall Craig , Dede Chris
Published: October 2017

We describe a mobile augmented reality (AR) experience called Atom Tracker designed to help middle school students better understand the cycling of matter in ecosystems with a focus on the concept of conservation of matter and the processes of photosynthesis and respiration. Location-based AR allows students to locate virtual "hotspots," where they interact with multiple representations including vision-based AR animations of virtual atoms during ecological processes such as photosynthesis and physical LEGO® -based representations of molecules. This design case describes the design rationale, the iterative design process, the context for implementation, and reflections on the success and limitations of the Atom Tracker AR experience. An augmented reality interface was chosen due to theoretical support for its utility in supporting interaction with multiple representations (both physical and virtual) of atoms and molecules, the ability to condense and expand temporal and spatial scales associated with ecological processes, and its ability to explicitly situate these representations in real-world contexts that could support learning. Two significant design challenges that we recognized were (a) appropriately leveraging narrative, student engagement and agency when designing around the topic of atoms and molecules, which are inanimate and invisible; and (b) designing for engagement with both virtual and physical resources available during the experience.
Design and Implementation of a Technology-Supported Socioscientfic Inquiry Unit in High School Biology
Authors: Brush Thomas , Shin Suhkyung , Shin Sungwon , Jung Jiyoon , Gensic John , Glazewski Krista
Published: October 2017

Socioscientific Inquiry (SSI) represents an instructional approach designed to target interest and knowledge in science. In this context, students consider scientific issues that have social implications and comprise a range of trade-offs, concepts, and considerations in order to arrive at informed conclusions (Sadler, 2004, 2011). Given the potential benefits to students on utilizing SSI within K-12 instruction, it is important to explore the challenges to implementing SSI in authentic classrooms settings. Doing so may provide additional insight into how to better partner with teachers to successfully implement SSI instruction. This design case describes an iterative inquiry curricular design process within the context of a 9th grade science classroom. Specifically, our case attempts to increase our understanding of the SSI design and implementation process as it applies to a high school classroom context, and enables us to understand what kind of instructional supports most benefit students.
When We Partner With Teachers: A Commentary on Partnerships, Scaffolding, and (Accidental) Emphasis on STEM
Authors: Glazewski Krista , Dias Laurie
Published: October 2017

This special issue represents the second issue of a two-part series in which we forefront a number of examples that address our broad question: what do our designs look like when we partner with teachers? The result is this issue focusing on partnership implementations of designs intended for K-12 classrooms. From an open call for proposals, we invited manuscripts that reflected differing dimensions of contexts, approaches, and scale. We prioritized papers co-authored with teachers, and across the two issues, the majority of projects foreground teachers’ voices.
Designing an Online Graph-Oriented Collaborative Argumentation Tool for Middle School Students: A Faculty Expert’s Perspective
Authors: Hsu Pi-Sui , Adulseranee Rosarin , Newman Eamon , Underwood Jason , Wills Cameron , Van Dyke Margot
Published: October 2017

The objective of this design case is to describe a cross-cultural, online graph-oriented collaborative argumentation tool for middle school students from a faculty expert’s perspective, and discuss the processes that were instrumental in creating the tool. Supported by the professional staff in the Digital Convergence Lab (DCL) at Northern Illinois University, a student team was involved in the design process of such a tool. The team designed two versions of graphic icons to represent the essential elements of argumentation skills. The first version of icon designs used human figures and symbols to represent two groups, five argumentation elements, and one icon for teacher input. After middle school students, in the United States and Taiwan, experienced the icon designs, the design team refined them to be gender and culturally neutral. The design team also modified the design of the user interface throughout the project.
Telling Our Story: Using Digital Scrapbooks to Celebrate Cultural Capital
Authors: Moran Clarice M.
Published: October 2017

This design was intended to act as a template for technology integration for preservice teachers in an English language arts class. However, the unintended result was a celebration of cultural heritage and increased classroom community. Through the project, 23 preservice teachers used online tools to design digital scrapbook pages that reflected family ancestry and life histories. Participants from diverse ethnic backgrounds celebrated their unique names and cultural capital.
From 2D to Kubi to Doubles: Designs for Student Telepresence in Synchronous Hybrid Classrooms
Authors: Bell John , Cain William , Peterson Amy , Cheng Cui
Published: October 2017

This paper introduces the efforts of Michigan State University’s Counseling, Educational Psychology, and Special Education/College of Education (CEPSE/COE) Design Studio to utilize robotic telepresence devices in synchronous hybrid learning classes for the Educational Psychology and Educational Technology (EPET ) Ph.D. program. Robotic telepresence devices are digital devices that can be piloted from a distance for the purpose of interacting with people in a remote location. Synchronous hybrid learning classes refer to classes in which online and face-to-face students interact during shared synchronous sessions. This design case describes the context, technologies, and strategies used to integrate robotic telepresence devices in a synchronous hybrid learning class format. We conclude by discussing our insights gleaned from our existing designs for student telepresence in synchronous hybrid learning contexts.
Designing and Developing an App for a Mixed Methods Research Design Approach
Authors: Luo Shuhong , Creswell John W.
Published: October 2017

We present the story of how we designed and developed an application that provides expert consultation in mixed methods research—the Mixed Methods Research Design App. We provide a description of the key design decisions, the design failures, the related revisions made during the process of designing the app, and the contribution to the design knowledge. We used methodologies consistent with the design and development of an expert system, modified for areas specific to an app, such as user interface design. Being user-centered was the main rationale for our major design decisions. The app has three main sections that help users understand and use domain knowledge in their research project. One design failure was that users felt the app looked overwhelmed. The follow-up refinements included adding more pages to simplify the visual impression of each page, changing the overall navigation structure, and adding more contents to engage users. We conclude that the factors that influenced our design decisions are the end users’ experience, domain expert’s opinion, technology resources, domain knowledge representation, and general interface design principles.
An Evolving Makerspace for Teacher Education
Authors: Dousay Tonia A.
Published: October 2017

If you could design a makerspace, what would it look like and whom would it serve? How does location fit into your planning? What about expertise? How will you sustain your facility? Last, but certainly not least, how will you staff the makerspace and how does programming or mission impact staffing? At the University of Wyoming, conversations about the maker movement became a reality when we opened a makerspace for teacher education in the College of Education. From initial design to the funding of the space and our teacher education mission, this design case chronicles the processes, considerations, and decisions we faced that may help others who find themselves in a similar situation.
Can You DIG it? Designing to Support a Robust Maker Culture in a University Makerspace
Authors: Krummeck Katie , Rouse Rob
Published: October 2017

As makerspaces are increasingly incorporated into mainstream schooling, it has become important to provide educators and administrators with detailed examples of how to support a robust maker culture within those makerspaces so that student participation and learning are maximized. In this design case, we describe our efforts to design for and support a robust maker culture in a university makerspace, the Deason Innovation Gymnasium at Southern Methodist University. Our focus is on designing the space and the learning experiences that happen within the space to promote a maker culture. To do this, we consider three critical elements: (a) encouraging student ownership, (b) fostering a maker mindset, and (c) showcasing student achievements. To illustrate our design decisions and their impact, we present examples of two types of maker-based learning experiences: (a) real-world design challenges and (b) community design and build challenges. We analyze how each type of challenge supported students participating in a maker culture. We conclude with a discussion of the implications of this design case for individuals interested in supporting a robust maker culture in their own makerspaces.
Designing a Makerspace for Pre- and In-Service Teachers
Authors: Koole Marguerite , Epp Jordan , Anderson Kerry , Hepner Robert , Hossain Mohammad
Published: October 2017

Many educators view makerspaces as a means of increasing student engagement in K-12 classrooms. As faculty and staff of the College of Education at the University of Saskatchewan, we have noted low comfort levels in using and experimenting with technology. For this reason, we decided to create a place in which pre-service teachers could test and discuss technologies that they could eventually use in their teaching practice. Our endeavor eventually morphed into a space for current teachers, student teachers, technical support staff, faculty members, and interested community members. Having piloted workshops for six months, we are now evaluating our decisions and shaping new approaches for the current academic year. Our main challenges include ensuring inclusivity across age, gender, and culture; adopting suitable facilitation styles; and ensuring the workshops lead to useful discussions of technology and teaching practice.
Tadeusz Stefan Kurkiewicz (1885-1962) – His Important Contribution to Contemporary Cardiology
Authors: Malendowicz Ludwik K. , Łukaszyk Andrzej
Published: October 2017

Tadeusz Stefan Kurkiewicz (1885-1962) belongs to the well-known Polish histologists and embryologists. His scientific activity started in the Department of Biology and Embryology of the Jagiellonian University in Cracow, which was chaired by professor Emil Godlewski (1875-1944), famous Polish embryologist. Between years 1908-1911, under supervision of the pioneer of the Polish histology, professor Stanisław Maziarski (1873-1959) T. Kurkiewicz continued researches in the Department of Histology of the Jagiellonian University. In 1909 he published results of studies on the development of cardiac muscle in the chick and on the basis of this publication on July 21, 1911 Tadeusz Kurkiewicz received Ph.D. from the Jagiellonian University. Between 1922 and 1959 (with the exception of the period of German occupation) Tadeusz Kurkiewicz was the head of the Department of Histology and Embryology of the Faculty of Medicine of the Poznań University and Academy of Medicine in Poznań (at present: Poznań University of Medical Sciences). His Ph.D. thesis demonstrated that the epicardium originates from pericardial villi, it means from extracardiac source. This great scientific achievement has been confirmed by recent studies. In this article we present curriculum of Tadeusz Kurkiewicz and impact of his discovery on contemporary cardiology.
The blood vessels development, morphogenesis and blood circulation are three ontologic groups highly up-regulated in porcine oocytes before in vitro maturation
Authors: Nawrocki Mariusz J. , Celichowski Piotr , Budna Joanna , Bryja Artur , Kranc Wiesława , Ciesiółka Sylwia , Borys Sylwia , Knap Sandra , Jeseta Michal , Khozmi Ronza , Bukowska Dorota , Antosik Paweł , Brüssow Klaus P. , Bruska Małgorzata , Nowicki Michał , Zabel Maciej , Kempisty Bartosz
Published: October 2017

The mammalian oocytes undergo significant biochemical and structural modifications during maturation both in vitro and in vivo. These changes involve chromatin reorganization and modification within metabolic status of cytoplasmic organelles. After oocytes’ successful maturation the substantially increased storage of RNA was observed. Moreover, the early embryo interaction with maternal endometrial tissue after fertilization is up to now considered as the main marker of proper embryo implantation and early growth. In this study, we first investigated the expression profile of genes involved in blood vessel formation and blood circulation in porcine oocytes before and after in vitro maturation.

The cumulus-oocyte complexes were collected from pubertal Landrace gilts and classified as before in vitro maturation (in Vivo) or after in vitro maturation (in Vitro). The RNA was isolated from these two experimental groups and analyzed using Affymetrix microarrays.

We found an increased expression of genes involved in ontological groups such as “blood circulation” (TPM1, ECE1, ACTA2, EPHX2, EDNRA, NPR2, MYOF, TACR3, VEGFA, GUCY1B3), “blood vessel development” (ANGPTL4, CYR61, SEMA5A, ID1, RHOB, RTN4, IHH, ANGPT2, EDNRA, TGFBR3, MYO1E, MMP14), and “blood vessels morphogenesis” (ANGPT2, as well as other common transcripts) in in Vivo group as compared to decreased expression of these genes in in Vitro group of oocytes.

It has been suggested that investigated genes undergo significant expression before in vitro maturation, when enhanced storage of large amount of RNA takes place. Creating templates for synthesis of proteins is required for formation of fully mature gametes and early embryo growth. Therefore we hypothesized that the processes of vascularization and/or angiogenesis reach a high activity in immature oocytes and are distinct from achievement of maturational stage by oocytes in pigs.
英语母语者汉语双数量结构的习得
Authors: 旭东 芮 , 杨 赵
Published: October 2017

提要

汉语双数量结构的表达式为 “数量短语 A+V+数量短语 B”（如 “十个人吃一锅饭”）。这一结构有两个句法特征：一是动词在语境中可以省略；二是部分双数量结构的数量短语可以易位，且有着制约易位实现的特殊因素。英语中也有双数量结构，其形态与汉语有所不同（英语中为 “动词+数量短语 A+数量短语 B” 或 “动词+数量短语 A+介词+数量短语 B”），且不具备汉语这一结构的两个句法特征。本文采用可接受性判断测试和组句测试，主要通过 “物量短语+V+物量短语” 和 “时量短语+V+动量短语” 这两类结构，考察英语母语者对汉语双数量结构句法特征的习得情况。结果显示，中级水平的学习者已经意识到双数量结构的句法特征，但直到高级阶段仍未达到汉语母语者水平。经过分析，一语负迁移和对结构中动词掌握的不充分，导致了以上结果。
韩国学生汉语中介语的平均句长与句长分布发展
Authors: 黄 自然
Published: October 2017

提要

本文分别以“字”、“词”为单位统计了100万字韩国学生汉语中介语的平均句长和句长分布发展情况，并与目标语（本族语者语料）、教学输入语言（教材语料）使用情况进行了对比。研究发现，初、中、高三级汉语水平的韩国学生中介语平均句长分别为8.94字/5.97词、10.07字/6.57词和10.87字/7.08词，中介语平均句长的发展经历了一个从初级到高级逐步上升并不断靠近目标语水平的过程。在句长分布上，中介语、目标语和教学输入语言均呈“长尾”分布态势，且最高峰分布区间一致，两者的差异主要表现在中介语句长分布范围小于本族语者语料和教材语料，短句、长句均发展不足，中介语句长的发展还表现出不受教学输入语言制约的特点。