Improving writing processes using lean and Kanban

Key points •Concepts from lean manufacturing and Kanban production can usefully be applied to writing for academic publication. •Value and pull focus the author's attention on the needs of reviewers, editors, and readers. •Value stream and flow emphasize an end-to-end process of prioritization, writing, editing, revision, resubmission, and publication •Perfection places emphasis on publication quality. •A Kanban board is advocated to plan and monitor the writing and publication lifecycle. •The author's experience shows a steady improvement in output rankings and researcher reputation metrics over a four-year period

Affective processes as network hubs

The practical problems of designing and coding a web-based flight simulator for teachers has led to a ‘three-tier plus environment’ model (COVE model) for a software agent’s cognition (C), psychologicsal (O), physical (V) processes and responses to tasks and interpersonal relationships within a learning environment (E). The purpose of this article is to introduce how some of the COVE model layers represent preconscious processing hubs in an AI human-agent’s representation of learning in a serious game, and how an application of the Five Factor Model of psychology in the O layer determines the scope of dimensions for a practical computational model of affective processes. The article illustrates the model with the classroom-learning context of the simSchool application (www.simschool.org); presents details of the COVE model of an agent’s reactions to academic tasks; discusses the theoretical foundations; and outlines the research-based real world impacts from external validation studies as well as new testable hypotheses of simSchool

Real World Learning and Authentic Assessment

As students increasingly adopt a consumerist lifestyle academics are under pressure to assess and mark more students’ assignments in quicker turn around periods. In no other area is the marketisation shift between student and academic more apparent in the accountability that academics now need to demonstrate to students in their grading and feedback (Boud & Molloy, 2013). When evaluating their higher education experience students are most likely to complain about their grading or feedback (Boud & Molloy, 2013) and National Student Survey results consistently indicate that this category, more than any other, has the highest student dissatisfaction rates (Race, 2014)

Real World Learning: Simulation and Gaming

Simulations and games are being used across a variety of subject areas as a means to provide insight into real world situations within a classroom setting; they offer many of the benefits of real world learning but without some of the associated risks and costs. Lean, Moizer, Derham, Strachan and Bhuiyan aim to evaluate the role of simulations and games in real world learning. The nature of simulations and games is discussed with reference to a variety of examples in Higher Education. Their role in real world learning is evaluated with reference to the benefits and challenges of their use for teaching and learning in Higher Education. Three case studies from diverse subject contexts are reported to illustrate the use of simulations and games and some of the associated issues

Phase Behavior of Aqueous Na-K-Mg-Ca-CI-NO3 Mixtures: Isopiestic Measurements and Thermodynamic Modeling

A comprehensive model has been established for calculating thermodynamic properties of multicomponent aqueous systems containing the Na{sup +}, K{sup +}, Mg{sup 2+}, Ca{sup 2+}, Cl{sup -}, and NO{sub 3}{sup -} ions. The thermodynamic framework is based on a previously developed model for mixed-solvent electrolyte solutions. The framework has been designed to reproduce the properties of salt solutions at temperatures ranging from the freezing point to 300 C and concentrations ranging from infinite dilution to the fused salt limit. The model has been parameterized using a combination of an extensive literature database and new isopiestic measurements for thirteen salt mixtures at 140 C. The measurements have been performed using Oak Ridge National Laboratory's (ORNL) previously designed gravimetric isopiestic apparatus, which makes it possible to detect solid phase precipitation. Water activities are reported for mixtures with a fixed ratio of salts as a function of the total apparent salt mole fraction. The isopiestic measurements reported here simultaneously reflect two fundamental properties of the system, i.e., the activity of water as a function of solution concentration and the occurrence of solid-liquid transitions. The thermodynamic model accurately reproduces the new isopiestic data as well as literature data for binary, ternary and higher-order subsystems. Because of its high accuracy in calculating vapor-liquid and solid-liquid equilibria, the model is suitable for studying deliquescence behavior of multicomponent salt systems

Examining factors that affect performance in complex simulation environments

textThis study examined the effects of manipulating the modality (text-only, voice-only, voice+text) of a tutorial and restriction (restricted vs. unrestricted) of a simulation's interface on retention and transfer of tutorial content. The tutorial prepared novice students to use Packet Tracer, a simulation developed by Cisco that teaches network engineers how to build and troubleshoot computer networks. Retention was measured using a multiple choice test whereas transfer was measured using an assessment embedded within Packet Tracer. An interaction was found between modality and restriction on the Packet Tracer transfer test. When Packet Tracer's interface was unrestricted, students who received the voice-only tutorial performed significantly better on the transfer test than students who received the text-only tutorial. This finding is consistent with the cognitive theory of multimedia learning and previous research on modality effect. However, this is also an original finding because previous research has not examined the interaction between a tutorial's modality and the restriction of a complex simulation's interface. This study addressed relevant instructional technology design questions, such as how to design tutorials for complex simulations and what effect restricting a simulation's interface has on retention and transfer for novice students.Educational Psycholog