title: WEKA−Experiences with a Java open-source project

authors: Bouckaert, Remco R.

subjects: machine learning software

abstract: WEKA is a popular machine learning workbench with a development life of nearly two decades. This article provides an overview of the factors that we believe to be important to its success. Rather than focussing on the software's functionality, we review aspects of project management and historical development decisions that likely had an impact on the uptake of the project.

text: WEKA−Experiences with a Java open-source project WEKA is a popular machine learning workbench with a development life of nearly two decades. This article provides an overview of the factors that we believe to be important to its success. Rather than focussing on the software's functionality, we review aspects of project management and historical development decisions that likely had an impact on the uptake of the project.

year: 2010

title: Critical assessment issues in work-integrated learning

authors: Ferns, Sonia

subjects: assessment

abstract: Assessment has long been a contentious issue in work-integrated learning (WIL) and cooperative education. Despite assessment being central to the integrity and accountability of a university and long-standing theories around best practice in assessment, enacting quality assessment practices has proven to be more difficult. Authors in this special issue on assessment highlight the need for balanced assessment approaches that reflect the highly variable experiences students encounter, and the need to keep validity and reliability paramount when constructing assessment structures. Increasingly quality and standards policies driven by more regulatory university environments are impacting on the design of assessment profiles. The value of workplace supervisors’ feedback in WIL contexts is discussed and the challenges of measuring the nuances of unpredictable, context-dependent WIL outcomes are explored. The benefits of ePorftolios are advocated and the use of these platforms as assessment tools that enable a creative way for students to provide evidence of employability capabilities highlighted.

text: Critical assessment issues in work-integrated learning Assessment has long been a contentious issue in work-integrated learning (WIL) and cooperative education. Despite assessment being central to the integrity and accountability of a university and long-standing theories around best practice in assessment, enacting quality assessment practices has proven to be more difficult. Authors in this special issue on assessment highlight the need for balanced assessment approaches that reflect the highly variable experiences students encounter, and the need to keep validity and reliability paramount when constructing assessment structures. Increasingly quality and standards policies driven by more regulatory university environments are impacting on the design of assessment profiles. The value of workplace supervisors’ feedback in WIL contexts is discussed and the challenges of measuring the nuances of unpredictable, context-dependent WIL outcomes are explored. The benefits of ePorftolios are advocated and the use of these platforms as assessment tools that enable a creative way for students to provide evidence of employability capabilities highlighted.

year: 2014

title: Putting it in there: "PSYC575 Indigenous Psychologies" as a for-credit university paper in New Zealand

authors: Waitoki, Waikaremoana

abstract: Over the past 30 years, scholar advocates have sparked the emergence of indigenous psychology as an important contribution to understanding the experiences and challenges faced by indigenous peoples. Part of this exercise is to also bring indigenous knowledges to the learning table as critical information for meaning making and resolving psychological challenges. Increasingly, academics are writing and teaching papers in the fledgling field as important and legitimate contributions for undergraduate and graduate degree credit. Previously, students and academics were confined to the more flexible research driven, directed-learning, study options rather than papers explicitly advertised and institutionally promoted. In this paper, we discuss how we are going about writing the curricula for a graduate level paper called "Indigenous Psychologies" to be offered in 2016 at the University of Waikato, New Zealand. We discuss a) principles that guide curricula decision-making; b) the programme of lecture topics developed; and c) finding and developing supporting resources. We welcome conversation and resource sharing.

text: Putting it in there: "PSYC575 Indigenous Psychologies" as a for-credit university paper in New Zealand Over the past 30 years, scholar advocates have sparked the emergence of indigenous psychology as an important contribution to understanding the experiences and challenges faced by indigenous peoples. Part of this exercise is to also bring indigenous knowledges to the learning table as critical information for meaning making and resolving psychological challenges. Increasingly, academics are writing and teaching papers in the fledgling field as important and legitimate contributions for undergraduate and graduate degree credit. Previously, students and academics were confined to the more flexible research driven, directed-learning, study options rather than papers explicitly advertised and institutionally promoted. In this paper, we discuss how we are going about writing the curricula for a graduate level paper called "Indigenous Psychologies" to be offered in 2016 at the University of Waikato, New Zealand. We discuss a) principles that guide curricula decision-making; b) the programme of lecture topics developed; and c) finding and developing supporting resources. We welcome conversation and resource sharing.

year: 2015