Academic literature on the topic 'Monash University Evaluation'
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Journal articles on the topic "Monash University Evaluation"
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Regan, Michael A., Thomas J. Triggs, and Stuart T. Godley. "Evaluation of a Novice Driver CD-Rom Based Training Program: A Simulator Study." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 44, no. 11 (July 2000): 334–37. http://dx.doi.org/10.1177/154193120004401101.
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The Monash University Accident Research Centre (MUARC) in Melbourne, Australia, recently completed research which culminated in the development of a CD ROM-based perceptual and cognitive skills training product for young novice car drivers. This paper describes the design of an experiment, using an advanced driving simulator located at MUARC, to evaluate the instructional effectiveness of the product.
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Evers, Colin W., and Gabriele Lakomski. "Justifying Educational Administration." Educational Management & Administration 21, no. 3 (July 1993): 140–52. http://dx.doi.org/10.1177/174114329302100310.
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Colin Evers is Associate Professor in the School of Graduate Studies of the Faculty of Education at Monash University in Australia and Gabriele Lakomski is Head of the Department of Policy, Context and Evaluation Studies at the University of Melbourne in Australia. In this paper they reprise and develop some of the keys ideas which inform their book Knowing Educational Administration and in doing so set the scene for the papers which follow in this symposium.
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Bean, Richard. "Forecasting the Monash Microgrid for the IEEE-CIS Technical Challenge." Energies 16, no. 3 (January 18, 2023): 1050. http://dx.doi.org/10.3390/en16031050.
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Effective operation of a microgrid depends critically on accurate forecasting of its components. Recently, internet forecasting competitions have been used to determine the best methods for energy forecasting, with some competitions having a special focus on microgrids and COVID-19 energy-use forecasting. This paper describes forecasting for the IEEE Computational Intelligence Society 3rd Technical Challenge, which required predicting solar and building loads of a microgrid system at Monash University for the month of November 2020. The forecast achieved the lowest error rate in the competition. We review the literature on recent energy forecasting competitions and metrics and explain how the solution drew from top-ranked solutions in previous energy forecasting competitions such as the Global Energy Forecasting Competition series. The techniques can be reapplied in other forecasting endeavours, while approaches to some of the time-series forecasting are more ad hoc and specific to the competition. Novel thresholding approaches were used to improve the quality of the input data. As the training and evaluation phase of the challenge occurred during COVID-19 lockdown and reopening, the building demand was subject to pandemic-related effects. Finally, we assess other data sources which would have improved the model forecast skill such as data from different numerical weather prediction (NWP) models, solar observations, and high-resolution price and demand data in the vicinity of the campus.
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Bower, Herbert. "The Gender Identity Disorder in the DSM-IV Classification: A Critical Evaluation." Australian & New Zealand Journal of Psychiatry 35, no. 1 (February 2001): 1–8. http://dx.doi.org/10.1046/j.1440-1614.2001.00859.x.
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Objective: The DSM-IV classification in its definition and description of the gender identity disorder omits a number of diagnostically significant features. This paper attempts to correct the deficiencies. Method: The text under the headings: ‘Diagnostic features’, ‘Specifiers’, ‘Associated disorders’, ‘Laboratory findings’, ‘Prevalence’, ‘Course’ and ‘Differential diagnosis’ is subjected to a detailed scrutiny, using the author's experience as consultant psychiatrist to the Monash University Gender Dysphoria Clinic over a period of 25 years as source and background. Results of two studies of male-to-female and female-to-male transsexuals are given in the Table. Results: DSM-IV criteria are augmented and the symptomatology focused. The existing gaps in the delineation of specifiers and associated features are closed by providing additional clinical material. The description of the course and the differential diagnosis are enriched. Conclusions: Although the critical analysis of the DSM-IV classification of the gender identity disorder has shown the manual to be adequate, it nevertheless has shortcomings which may impede exact diagnosis.
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Clearihan, Lyn, Silvia Vogel, Leon Piterman, and Neil Spike. "Transgenerational learning: maximising resources, minimising teaching gaps and fostering progressive learning." Australian Journal of Primary Health 17, no. 1 (2011): 29. http://dx.doi.org/10.1071/py10057.
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The need to rationalise teaching resources underpinned a project at Monash University that used a Delphi technique to re-examine the teaching curriculum of two key topic areas in the medical curriculum – ophthalmology and dermatology – from an undergraduate, graduate and vocational perspective. Using Bloom’s taxonomy the learning objectives from these topic areas were collated and analysed. This process allowed the revising and redistributing of learning objectives of the curricula to reduce the likelihood of duplication of teaching or more importantly gaps in teaching occurring. This process highlighted the potential utility of using a transgenerational approach to curriculum planning but the outcomes are limited due to the small number of participating educators and the lack of formal evaluation of the method.
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Ride, Jemimah, Heather Rowe, Karen Wynter, Jane Fisher, and Paula Lorgelly. "Protocol for economic evaluation alongside a cluster-randomised controlled trial of a psychoeducational intervention for the primary prevention of postnatal mental health problems in first-time mothers." BMJ Open 4, no. 10 (October 2014): e006226. http://dx.doi.org/10.1136/bmjopen-2014-006226.
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IntroductionPostnatal mental health problems, which are an international public health priority, are a suitable target for preventive approaches. The financial burden of these disorders is borne across sectors in society, including health, early childhood, education, justice and the workforce. This paper describes the planned economic evaluation of What Were We Thinking, a psychoeducational intervention for the prevention of postnatal mental health problems in first-time mothers.Methods and analysisThe evaluation will be conducted alongside a cluster-randomised controlled trial of its clinical effectiveness. Cost-effectiveness and costs-utility analyses will be conducted, resulting in estimates of cost per percentage point reduction in combined 30-day prevalence of depression, anxiety and adjustment disorders and cost per quality-adjusted life year gained. Uncertainty surrounding these estimates will be addressed using non-parametric bootstrapping and represented using cost-effectiveness acceptability curves. Additional cost analyses relevant for implementation will also be conducted. Modelling will be employed to estimate longer term cost-effectiveness if the intervention is found to be clinically effective during the period of the trial.Ethics and disseminationApproval to conduct the study was granted by the Southern Health (now Monash Health) Human Research Ethics Committee (24 April 2013; 11388B). The study was registered with the Monash University Human Research Ethics Committee (30 April 2013; CF12/1022-2012000474). The Education and Policy Research Committee, Victorian Government Department of Education and Early Childhood Development approved the study (22 March 2012; 2012_001472). Use of the EuroQol was registered with the EuroQol Group; 16 August 2012.Trial registration numberThe trial was registered with the Australian New Zealand Clinical Trials Registry on 7 May 2012 (registration number ACTRN12613000506796).
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Han, Yiye, and Steven Yates. "eLearning integration in the library: a case study." Library Management 37, no. 8/9 (November 14, 2016): 441–53. http://dx.doi.org/10.1108/lm-04-2016-0025.
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Purpose Monash University Library (MUL) has embraced eLearning as a strategy in its contribution to information research and learning skills development within the university. The purpose of this paper is to describe an evaluation of the implementation of the strategy with recommendations for sustaining and improving practice. Design/methodology/approach The evaluation is divided into four categories using a mixed methods methodology for evidence gathering. Quantitative and qualitative data are obtained from both primary and secondary sources for an enriched understanding of practices. Findings Findings suggest that library staff have gained knowledge and skills indicating a sustainable strategy. However, further work is required to sustain staff development and support staff requirements in the long term. Research limitations/implications This research is limited by its wide focus. Although this is mostly resolved through the use of multiple data collection methods, the thoroughness of the evaluation may have suffered while attempting to be comprehensive. Practical implications The conclusions of this evaluation as well as methods of its execution can be shared with other institutions wishing to produce eLearning resources in a sustainable and effective manner. Originality/value MUL develops its eLearning resources in-house, whereas many other institutions outsource. The findings of this case study could be viewed as a positive indication of this in-house practice, which in turn might inform other organisations who are looking for a financially beneficial eLearning alternative.
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Brown, L. L., T. Ng, H. Anksorus, A. Savage, and V. Mak. "International Collaboration as an interdisciplinary approach for the development of a Cultural Competency online module." International Journal of Pharmacy Practice 29, Supplement_1 (March 26, 2021): i13. http://dx.doi.org/10.1093/ijpp/riab016.016.
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Abstract Introduction Culture is a concept most people instinctively understand, but may struggle to fully articulate. Culture is not limited to ethnicity and religion, but encompasses age, gender, sexual orientation, occupation, socioeconomic status, ethnic origin or migrant experience, religious or spiritual belief, and dis/ability. Given the breadth and complexity of culture, healthcare professionals in particular are challenged to interact with an increasingly multicultural world and various cultural groups. There is a growing need for appropriate training models to enhance cultural awareness, and cultural competence, including in pharmacy schools. “Interdisciplinary” can be defined as “relating to more than one branch of knowledge” [1], and international collaboration allows the connection of knowledge of different cultures. Developing a teaching intervention internationally, across three continents allows wider exposure to different cultures and can help students appreciate what culture may mean in different countries and how different ways of living are accepted and/or perceived in different societies. Aim To design and disseminate an online cultural communication module for use by pharmacy students across three countries and continents Methods A team from the Schools of Pharmacy at University College London (UCL), UK; Monash University, Australia and University of North Carolina (UNC), USA worked collaboratively to build an online module to help pharmacy students understand the importance of cultural awareness when communicating with patients. The Schools identified a range of cultural groups and scenarios in which pharmacist led communications could occur. Each School designed and filmed three scenarios, with two versions: one relatively good demonstration of communication and one poor. A range of actors, patients and pharmacists from different cultural groups (e.g. ethnic background, disability, LGBTQi, gender etc.) were involved in the design and filming. The module required students to reflect on the roleplays and provided feedback in the form of summary key points for each topic area. This module was embedded into the existing curricula for all Year 1 (Monash and UCL) and Year 2 (UNC) students in 2019. Students were informed as part of their regular course communication. A Likert style evaluation survey, including free text responses about the module was included, Questions were adapted from previous teaching evaluations. This data was recorded via each School’s Learning Management System. Descriptive statistics and a basic thematic analysis were conducted. Results Across the three Schools, a total of 525 students were offered the online module and 208 completed it. At UNC, 72.2% of students who completed would recommend the module to others, at UCL 83% and Monash 88%. Students’ feedback fell under three themes as seen in Table 1. Conclusion The innovation and strength of this learning intervention comes from the international collaboration. The online module allows students to identify and be culturally aware of a diverse group of people across three continents, allowing a unique and rich experience for all students through this collaboration and developing them not only as culturally competent healthcare professionals but also global citizens. References 1. Oxford Dictionaries, Oxford University Press, Definition of Interdisciplinary in English, Oxford, 2020. [Accessed 11th October 2020]. Available from: https://premium-oxforddictionaries-com.libproxy.ucl.ac.uk/definition/english/interdisciplinary
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Burston, Jack. "Practical Design and Implementation Considerations of a Computer Adaptive Foreign Language Test." CALICO Journal 13, no. 1 (January 14, 2013): 26–43. http://dx.doi.org/10.1558/cj.v13i1.26-43.
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While the psychometric and statistical models underlying the design of computer adaptive tests (CAT) are well understood, relatively few working models exist for the purpose of foreign language assessment. Likewise, little has been published concerning the practical considerations affecting the implementation of such tests. in the process of constructing the Monash/Melbourne French CAT, we discovered much about putting testing theory into practice. The present paper reports this experience in three parts. In a preliminary section, we describe the academic context in which the French CAT was created and trialed. This is followed by a detailed consideration of the test presentation platform and operating algorithms. Lastly, we give an evaluation of the first administration of the French CAT, accompanied by a discussion of the test's reliability and validity as a placement instrument for first year Australian university students.
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Nguyen, Trang, Kim Sweeny, Thach Tran, Stanley Luchters, David B. Hipgrave, Sarah Hanieh, Tuan Tran, Ha Tran, Beverley-Ann Biggs, and Jane Fisher. "Protocol for an economic evaluation alongside a cluster randomised controlled trial: cost-effectiveness of Learning Clubs, a multicomponent intervention to improve women’s health and infant’s health and development in Vietnam." BMJ Open 9, no. 12 (December 2019): e031721. http://dx.doi.org/10.1136/bmjopen-2019-031721.
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IntroductionEconomic evaluations of complex interventions in early child development are required to guide policy and programme development, but a few are yet available.Methods and analysisAlthough significant gains have been made in maternal and child health in resource-constrained environments, this has mainly been concentrated on improving physical health. The Learning Clubs programme addresses both physical and mental child and maternal health. This study is an economic evaluation of a cluster randomised controlled trial of the impact of the Learning Clubs programme in Vietnam. It will be conducted from a societal perspective and aims to identify the cost-effectiveness and the economic and social returns of the intervention. A total of 1008 pregnant women recruited from 84 communes in a rural province in Vietnam will be included in the evaluation. Health and cost data will be gathered at three stages of the trial and used to calculate incremental cost-effectiveness ratios per percentage point improvement of infant’s development, infant’s health and maternal common mental disorders expressed in quality-adjusted life years gained. The return on investment will be calculated based on improvements in productivity, the results being expressed as benefit–cost ratios.Ethics and disseminationThe trial was approved by Monash University Human Research Ethics Committee (Certificate Number 2016–0683), Australia, and approval was extended to include the economic evaluation (Amendment Review Number 2018-0683-23806); and the Institutional Review Board of the Hanoi School of Public Health (Certificate Number 017-377IDD- YTCC), Vietnam. Results will be disseminated through academic journals and conference presentations.Trial registration numberACTRN12617000442303.
Books on the topic "Monash University Evaluation"
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McConnell, Michael W. The President Who Would Not Be King. Princeton University Press, 2020. http://dx.doi.org/10.23943/princeton/9780691207520.001.0001.
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One of the most vexing questions for the framers of the Constitution was how to create a vigorous and independent executive without making him king. In today's divided public square, presidential power has never been more contested. This book cuts through the partisan rancor to reveal what the Constitution really tells us about the powers of the president. The book provides a comprehensive account of the drafting of presidential powers. Because the framers met behind closed doors and left no records of their deliberations, close attention must be given to their successive drafts. The book shows how the framers worked from a mental list of the powers of the British monarch, and consciously decided which powers to strip from the presidency to avoid tyranny. It examines each of these powers in turn, explaining how they were understood at the time of the founding, and goes on to provide a framework for evaluating separation-of-powers claims, distinguishing between powers that are subject to congressional control and those in which the president has full discretion. Based on the Tanner Lectures at Princeton University, the book restores the original vision of the framers, showing how the Constitution restrains the excesses of an imperial presidency while empowering the executive to govern effectively.
Book chapters on the topic "Monash University Evaluation"
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White, Paul, and Greg Duncan. "A Faculty Approach to Implementing Advanced, E-Learning Dependent, Formative and Summative Assessment Practices." In E-Learning Technologies and Evidence-Based Assessment Approaches, 76–96. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-410-1.ch005.
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This chapter describes innovative approaches to E-Learning and related assessment, driven by a Faculty Teaching and Learning Technologies Committee within the Faculty of Pharmacy, Monash University, Australia. Using this group as a driver, we have caused institutional change in a Faculty that was previously quite traditional in its approach to teaching and assessment. The authors implemented a strategy for the pilot testing and broad adoption of innovative technologies, using a purpose-driven approach. They have used a range of technologies to increase the level of formative assessment that occurs during lectures to large student cohorts. They have used an audience response system to allow students to test and improve a range of cognitive skills in an “active” lecture environment; they will present an evaluation of this tool. The authors found that student perceptions of the level of feedback rose with the use of the audience response system, as did their perceived use of critical thinking skills. They further discuss the benefits and limitations of the use of audience response systems within the chapter and discuss our use of E-Learning technologies for summative assessment purposes.
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Wareing, Shân. "Measuring the Success of Active Blended Learning." In Cases on Active Blended Learning in Higher Education, 291–302. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7856-8.ch015.
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Active blended learning (ABL) is a defining aspect of the University of Northampton and has generated national and global interest. Within a few months of the author taking up a senior leadership position with the university, ABL was a significant positive factor in the university's ability to lock down the campus in response to COVID-19 and deliver education remotely. However, there is a scarcity of evaluation of ABL to provide evidence of the scale of its adoption in the university, its forms in different academic disciplines, its impact on different groups of students, and how to improve its effectiveness. Ideally, evaluation is always integral to pedagogic initiatives. It is however a reality that evaluation comes with challenges. This chapter explores why evaluation is so important and also so difficult. It proposes a way forward in the context of ABL by combining nationally available metrics with small-scale case studies.
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Lin, Chia-An, Yen-Liang Lin, and Pei-Shan Tsai. "Assessing Foreign Language Narrative Writing Through Automated Writing Evaluation." In ICT-Based Assessment, Methods, and Programs in Tertiary Education, 100–119. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3062-7.ch006.
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Automated writing evaluation (AWE) has become increasingly popular in the assessment of writing. The study in this chapter examines the extent to which EFL learners' overall narrative writing performance improves through the AWE feedback system (i.e., Pigai). Eighteen university participants were required to write one paragraph narratives on the web-based Pigai system every week over the course of a month. Findings show a significant improvement in overall scores between the first and last writing task. The analysis of lexical profile further shows a significant improvement in lexical richness, clause density, and paragraph length between the first and last narrative task. The study also reported that the primary error types that occurred in learner narrative writing were lexical, mechanical, and syntactic errors. Results of post-writing interviews also showed a positive attitude towards Pigai. Finally, a positive correlation was observed between automated Pigai scores and human rating scores, supporting the reliability of the AWE system.
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Sims, Cynthia M., Angela D. Carter, Arelis Moore De Peralta, Alena Höfrová, and Stephen W. Brown III. "Advancing Gender Equity Through Mentoring and Leadership Development." In Research Anthology on Challenges for Women in Leadership Roles, 658–82. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8592-4.ch036.
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A new president and provost at the University of the Southeast (pseudonym) recognized the high rate of attrition among female and minority faculty and implemented a faculty mentoring and leadership development program to improve gender equity in a large higher education institution in the US. In total, 28 tenured faculty of which 60% were women participated in this 9-month program. The authors designed this program to be an organizational change intervention; hence, a human performance technology framework was used to design and evaluate this mentoring and leadership development program, along with a logic model, and Kirkpatrick's four levels of evaluation. This mixed method study included pre- and post-surveys (T1, n = 26; T2, n = 14) to determine participant satisfaction and knowledge gained and assessed behavior change through participants' interviews (n=18). Outcomes determined that human performance technology, a logic model, and Kirkpatrick's evaluation approach were useful methods to design and assess this program.
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Sims, Cynthia M., Angela D. Carter, Arelis Moore De Peralta, Alena Höfrová, and Stephen W. Brown III. "Advancing Gender Equity Through Mentoring and Leadership Development." In Cases on Performance Improvement Innovation, 101–25. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3673-5.ch007.
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A new president and provost at the University of the Southeast (pseudonym) recognized the high rate of attrition among female and minority faculty and implemented a faculty mentoring and leadership development program to improve gender equity in a large higher education institution in the US. In total, 28 tenured faculty of which 60% were women participated in this 9-month program. The authors designed this program to be an organizational change intervention; hence, a human performance technology framework was used to design and evaluate this mentoring and leadership development program, along with a logic model, and Kirkpatrick's four levels of evaluation. This mixed method study included pre- and post-surveys (T1, n = 26; T2, n = 14) to determine participant satisfaction and knowledge gained and assessed behavior change through participants' interviews (n=18). Outcomes determined that human performance technology, a logic model, and Kirkpatrick's evaluation approach were useful methods to design and assess this program.
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Marshall, Minda M. B., Simon George Taukeni, Rheinhold Disho Muruti, Gibert Likando, Cynthy Kaliinasho Haihambo, Mathilde Shihako, Chamelle De Silva, and Marshall M. "Maximizing Students' Learning Success Through Lab-on-Line." In Addressing Multicultural Needs in School Guidance and Counseling, 262–76. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0319-5.ch012.
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This chapter foregrounds the Lab-On-Line project, a technological innovation developed to enhance visual processing skills, improve memory and vocabulary, and increase reading fluency with the explicit aim of improving comprehension. Thirty (30) 3rd year students at one of the University of Namibia campuses participated in the pilot study. A pre-test was conducted for placement purpose. Subsequently, the selected sample commenced with the Lab-On-Line program that consists of 20 lessons that were carried out twice a week over a period of five months. Thereafter a Standardized Reading Evaluation was performed to determine their language proficiency, reading speed per minute and comprehension ability. Results show that the majority of participating students had improved their perceptual development and reading speed (VPF), cognitive development and comprehension skills (CDF), and relative reading efficiency (AIUF).
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Brennan, Linda L., and Victoria E. Johnson. "Learning Technology Management While Teaching Technology Management." In Organizational Achievement and Failure in Information Technology Management, 109–23. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-83-4.ch007.
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This case study presents an evaluation pilot of a technology-enabled service, specifically a distance learning program at a university. The primary intent of the case is to illustrate the management of a trial evaluation of an information technology and the need for explicit criteria considering multiple technical and organizational factors. The secondary purpose of the case is to share the learning specific to the administration and delivery of a distance learning program using various media. The distance learning program was conducted on a trial basis with 16 students in a 13-course, 18-month Master of Science in Technology Management (MSTM) program. Compressed video and Internet-based technologies were used for course delivery, in addition to limited on-site instruction. The case study describes the motivation and progression of the trial, up to the point when a decision had to be made about continuing the program beyond the trial. The experience is considered from multiple perspectives, specifically those of the school administration, faculty, and students. Positive and negative aspects are highlighted to lay the groundwork for analysis at the decision point.
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Brennan, Linda L., and Victoria E. Johnson. "Learning Technology Management While Teaching Technology Management." In Cases on Information Technology Series, 39–60. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-61520-593-6.ch003.
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This case study presents an evaluation pilot of a technology-enabled service, specifically a distance learning program at a university. The primary intent of the case is to illustrate the management of a trial evaluation of an information technology and the need for explicit criteria considering multiple technical and organizational factors. The secondary purpose of the case is to share the learning specific to the administration and delivery of a distance learning program using various media. The distance learning program was conducted on a trial basis with 16 students in a 13-course, 18-month Master of Science in Technology Management (MSTM) program. Compressed video and Internet-based technologies were used for course delivery, in addition to limited on-site instruction. The case study describes the motivation and progression of the trial, up to the point when a decision had to be made about continuing the program beyond the trial. The experience is considered from multiple perspectives, specifically those of the school administration, faculty, and students. Positive and negative aspects are highlighted to lay the groundwork for analysis at the decision point.
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Robinson, Oliver, Ilham Sebah, and Ana A. Avram. "The Resilience Enhancement Programme for Students (REP-S)." In Digital Innovations for Mental Health Support, 37–55. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7991-6.ch003.
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The Resilience Enhancement Programme for Students (REP-S) is an intervention that has been designed to boost resilience in students. The current study involved the remote delivery of the REP-S via an online platform to students, and an empirical evaluation of the intervention via a pre-post one-group quantitative design over one month and a post-intervention qualitative element. Fifty-six students from the University of Greenwich qualified for inclusion in the study. Results indicated that perceived stress and trait neuroticism decreased over the month of the study, while resilience increased. Engagement with the intervention also predicted a reduction in neuroticism. Students reported experiencing a complex range of difficulties over the duration of the pandemic and that 80% of participants found the workshop to be effective in addressing these problems. Overall, participants found more positives than negatives in the online delivery of the workshop. If rolled out on a wider basis, the REP-S has the potential to improve wellbeing and mental health across the higher education sector.
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Mousavi Baigi, Seyyedeh Fatemeh, Masoumeh Sarbaz, Parviz Marouzi, and Khalil Kimiafar. "Evaluating the Impact of Digital Game on Learning Medical Terminology of Paramedical Students: Protocol for a Randomized Controlled Trial." In Studies in Health Technology and Informatics. IOS Press, 2022. http://dx.doi.org/10.3233/shti220658.
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This is a study protocol to evaluate the Impact of digital games on learning medical terminology of paramedical students. An unblinded randomized controlled trial (RCT) 2-arm, with 1:1 allocation ratio was randomized by 60 students at the faculty of paramedical science at Mashhad University of Medical Science(MUMS), Iran, who had their medical terminology course at the time of this study, would enter the study. To evaluate the game, Participants in both groups attended typical teaching in traditional instructional activities for two months; however, the intervention group played the smartphone-based digital game during the course. The knowledge level of students in the control and intervention group were measured before and immediately after the intervention using the pre-designed questionnaire. This study was approved by the ethical committee of MUMS (approval number IR.MUMS.REC.1400.336).
Conference papers on the topic "Monash University Evaluation"
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van Haaster, Kelsey, and Dianne Hagan. "Teaching and Learning with BlueJ: Evaluation of a Pedagogical Tool." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2798.
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BlueJ is a programming environment that has been used to teach object-oriented introductory programming since 1999 in two consecutive first year units at Monash University. An earlier evaluation of its effectiveness in helping students to learn OO programming in the first unit was inconclusive, although most students who participated in the study believed that it did help them to learn Java. It was hoped at that time that students would show positive effects of using BlueJ more in the second unit than in the first. This paper reports on a later evaluation study, when the BlueJ environment had become more stable and easier to install. It examines the reactions and results of students in the second of the two units. It also introduces a set of criteria for evaluating environments designed for novice programmers.
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Ramakrishnan, Sita. "Accreditation of Monash University Software Engineering (MUSE) Program." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3060.
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Engineering programs in Australian Universities are accredited by Engineers Australia (EA) based on certain strict guidelines. This paper discusses the undergraduate SE curriculum and accreditation effort undertaken over the last ten years at Monash University in order to achieve a successful outcome. The paper describes how the SE curriculum has evolved over this period at Monash and maintained its product quality by benchmarking against various international efforts such as the CMU-SEI effort in early 1990s, ACM/IEEE efforts on Software Engineering Body of Knowledge (SWEBOK, versions 2001-2004) and the curriculum guidelines for each major area of computing in Computing Curricula (CC2001) such as a Software Engineering volume (SE2004). Currently at Monash, student-centric evaluations are used to determine the teach-ing/learning outcome and in-form the world through the web to support the University’s quality assurance and improvement strategies. We discuss our effort in providing an aligned, evidence-based approach to quality assurance for continued accreditation of MUSE.
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"The Evaluation Study of Implementation National Standard Library for University (SNPPT) in Universitas Pembangunan Nasional “Veteran” East Java." In International Seminar of Research Month Science and Technology for People Empowerment. Galaxy Science, 2019. http://dx.doi.org/10.11594/nstp.2019.0282.
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Sarva, Edīte, Inga Linde, and Linda Daniela. "Self-Regulated Learning in Remote Educational Context." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.27.
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Year 2020 has introduced massive changes in the teaching and learning in traditional classroom settings all around the world as due to the abrupt outbreak of COVID-19 pandemic, schools had to introduce remote learning systems and the amount of students’ independent workload increased exponentially. Self-regulated learning plays a crucial role in the learning process, and it is even more significant in remote learning as external regulation is low. The aim of this research was to study students’ self-evaluation on self-regulation processes during remote learning caused by the second wave of COVID-19 pandemic in autumn 2020. This paper presents results of a case study at a secondary school in Latvia. Over a period of two months regular surveys were carried out to investigate students’ opinion on their metacognitive, motivational and behavioural processes during remote learning. Results were analysed to determine the overall situation, changes over time and differences between distinctive students’ groups. Results reveal that 10–12th grade students are more self-rigorous when evaluating their performance than 7–9th graders. It is also evident that girls have better self-regulation skills than boys but seem to neglect their own needs more than boys. These and other results point to the need for customized support to different student groups during remote learning in order to provide all students with an appropriate learning environment.
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Vilka, Ilze. "Promotion of Listening Skills in Preschool Children with Phonological Insufficiency." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.65.
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This article is devoted to identifying the possibilities of promoting the development of listening skills in preschool children with phonological insufficiency. Underdeveloped listening skills and phonological insufficiency have a negative impact on speech development and language acquisition. During life, in interpersonal communication, people engage in four types of linguistic activity: listening, speaking, reading and writing. Listening is considered the most important skill, as it is through listening that an individual acquires most of their information and knowledge, including understanding the pronunciations of speech sounds, learning to distinguish them by hearing, and acquiring an understanding of words, sentences and texts. Children learn to perceive, comprehend and respond to hearing information by providing oral or written answers. The aim of this study is to theoretically investigate and practically evaluate the possibilities of promoting listening skills in children with phonetic-phonemic deficiencies. Methodology: The research was carried out using a literature review and speech therapy sessions to improve listening skills in preschool children with phonological insufficiency. Results: 42 children aged 5–6 years with phonological insufficiency were involved in the study. The study was conducted in speech therapy sessions over a period of three months. Initial and repeated assessments of listening skills were carried out. The evaluation criteria were based on speech therapy and educational theories. The repeated assessment of listening skills showed dynamic growth in all children included in the study.
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"Evaluation of a Transdisciplinary Cancer Research Training Program for Under-Represented Minority Students." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4343.
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Aim/Purpose: This paper will describe the initial development of systems to evaluate research education activities of a U.S. academic Partnership to train minority students as cancer researchers and provide preliminary data from monitoring Partnership activities during the first six months. Background: There is increased focus on multidisciplinary/transdisciplinary research training programs. However, few training programs have included detailed evaluations to assess their outcomes and effectiveness. Methods: The Temple University/Fox Chase Cancer Center and Hunter College Regional Comprehensive Cancer Health Disparity Partnership (TUFCCC/HC Cancer Partnership, or the Partnership) is a recently-initiated center focused on training individuals from under-represented minorities (URMs) as cancer researchers. Evaluation of the training activities involves detailed specification of goals for each of the Partnership’s Cores; objectives for addressing each goal; measures and indicators to determine progress towards each objective; and data sources to provide information for the measures/indicators. Contribution: This paper will provide important information for evaluation of training programs focused on students from URM populations and development of transdisciplinary research education programs. Findings: Goals, objectives, measures, and data sources for evaluation of the Partnership’s Research Education Core (REC) were developed jointly by personnel from the REC and the Planning Evaluation Core (PEC) in an iterative process. These measures capture the training activities led by the REC (e.g., number of seminars and workshops), scientific output by trainees (e.g., papers and grants), and ability of the program to meet trainees’ goals and expectations. Recommendations for Practitioners and Researchers: Evaluation plans for transdisciplinary training programs need to be developed prior to program initiation. Evaluation measures should be jointly specified by training and evaluation personnel, then reviewed and revised in an iterative process. Impact on Society: This program is intended to enhance diversity among cancer researchers and increase studies to address disparities in cancer care. Future Research: The PEC will oversee the evaluation of Partnership training activities over the five year period and assist Partnership leaders in ensuring successful outcomes.
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Wangenheim, Matthias, Sarah Engelmann, and Frank Haupt. "Better Learning Success in Engineering Mechanics." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50377.
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Studying engineering mechanics is mandatory for every engineering student at Leibniz Universität Hannover (LUH). The course is divided into four parts (statics, elastostatics, kinetics and kinematics, dynamics) and is taught over a period of two years at the very beginning of each study program. While students’ evaluations of our courses are good in general, we face a high failure rate in the exams, which are written once at the end of each course. In later stages of the engineering study programs, it seems hard to for us enthusing students for our research topics. Thus, finding M.Sc. or PhD students is more difficult for us than it should be. In a university funded, internal 12-month project we aim to optimize our Engineering Mechanics Tutorials, which provide a specific, relatively interactive form of teaching to the students. With internal and external consultancy by professional lecturers and didactics trainers, our project team has developed a course of actions and measures to raise the academic success of our students. In this publication we will discuss these actions as well as ways to measure and verify their success.
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Iino, Kenji, and Masayuki Nakao. "Explicit Evaluation of Design Readiness for Student Refinement of Conceptual Design." In ASME 2019 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/imece2019-10217.
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Abstract Students at three graduate schools of mechanical engineering and adult groups in Japan have been taking conceptual design courses the authors teach. Among the three graduate schools, the 24 hour course, at the University of Tokyo, spread over 13 classes during 4 months, takes the students all the way from identifying their design goals, generating ideas, refining their designs, to building prototypes. The adult course students also spend long hours of building prototypes. Despite strong encouragement by the instructors for detail design, the students often leave their design concepts at rough stages without refining their ideas to the detail level needed for prototype building. Building a prototype from a design concept that is not fully expanded often results in efforts that lead to failure and retrial. Such back and forth between concepts and physical trial is unavoidable in design, however, if possible they better be kept at the minimum. The instructors, in their efforts to better motivate students to refine the designs, developed a metric “Level of Readiness (LOR) index” for evaluating how refined a design is. Students are better motivated to reach higher scores and this index that evaluate the quality of their designs, in terms of how detail they are, in numbers serves as a better incentive for the students than words from the instructors.
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Beshears, D. L., G. J. Capps, D. D. Earl, J. K. Jordan, L. C. Maxey, J. D. Muhs, and T. M. Leonard. "Tracking Systems Evaluation for the “Hybrid Lighting System”." In ASME 2003 International Solar Energy Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/isec2003-44055.
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As part of the design and development effort for the “Hybrid Lighting System,” Oak Ridge National Laboratory (ORNL) scientists have evaluated two potential candidate-tracking systems for the solar collector. The first system, the WattSun Solar Tracker, built by Array Technologies, utilizes a patented, closed loop, optical sun sensor to sense the sun’s position and track it. The second tracking system, SolarTrak Controller, built by Enhancement Electronics, Inc., is a micro controller-based tracking system. The SolarTrak micro controller-based Tracker’s sun position is determined by computing the celestial bearing of the sun with respect to the earth using the local time, date, latitude, longitude and time zone rather than sensing the relative bearing of the sun with optical receptors. This system connects directly to the mechanical system hardware supplied by Array Technologies. Both the WattSun Solar Tracker and the SolarTrak Controller were mounted on the prototype “Hybrid Lighting” mechanical system (array) hardware. A simple switch allowed independent testing of each system. Upon completion of the evaluation of the two systems we found the WattSun Solar Tracker controller to be unacceptable for use with our prototype hybrid lighting system. The SolarTrak Controller has performed well to date and provides suitable tracking accuracy for use with our prototype “Hybrid Lighting System”. After a six-month evaluation period at ORNL, the first prototype “Hybrid Lighting System” was installed at Ohio University as part of an “Enhanced Practical Photosynthetic CO2 Mitigation.” This document will highlight the results of the tracker investigation and outline the remaining issues to be addressed, to provide a suitable tracking system for our “Hybrid Lighting” collector.
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Sisto, Michelle. "Using peer assessment of project presentations to develop skills as consumers of statistical information." In Assessing Student leaning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07704.
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This paper begins with a description of several learning goals of the two-course Introductory Statistics sequence for undergraduate business students at the International University of Monaco, and then focuses on the goals of communicating statistical results and becoming critical consumers of statistical information. As our students are business students, we aim for them to become both producers and literate consumers of statistical analysis. In line with reform movements in Statistics Education and the GAISE guidelines, we are working to implement teaching strategies and assessment methods that align instruction and assessment with our learning goals. One of the main instructional tools we use is group projects with elements of peer and self assessment. This paper describes how peer evaluations are carried out, how they are summarized and why we believe that explicitly incorporating these self and peer assessments has improved student learning both in communicating and in consuming statistical information.
Reports on the topic "Monash University Evaluation"
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Author, Not Given. Colorado State University program for developing, testing, evaluating and optimizing solar heating and cooling systems: Project status report for the months of May and June 1989. Office of Scientific and Technical Information (OSTI), July 1989. http://dx.doi.org/10.2172/6071170.
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Clement, Timothy, and Brett Vaughan. Evaluation of a mobile learning platform for clinical supervision. University of Melbourne, 2021. http://dx.doi.org/10.46580/124369.
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Context: This report details a formative evaluation of the Clinical Supervision Online (CSO) course, a fee-paying, fully online ‘light touch’ program of study for clinical supervisors offered by the Melbourne Medical School, which was developed in conjunction with the University’s Mobile Learning Unit. The course requires between six to ten hours of self-directed study and is designed for any clinicians who teach. Methods: Evaluation of the course was guided by Rossi, Lipsey and Freeman’s (2004) approach to program evaluation, addressing the need for the course, its design, implementation, impact, and return on investment. Data were collected through interviews with key informants, document analysis, an embedded student survey, learning analytics data, financial data, and an audit against ‘best practice’ standards for online course design. Findings: The findings suggest that course development was driven by both a financial imperative and genuine concern to meet training needs of clinical supervisors. Two hundred and four students enrolled on the course in its first 18 months. This has been enough to cover its developmental costs. In relation to 64 quality standards for online course design, the level of performance was rated as ‘meets’ for 44 items; ‘exceeds’ for one item; ‘developing for 13 items’; and, ‘non-existent’ for six items. An additional 33 items were identified as ‘not applicable’ for the ‘light touch’ course design. Significance: From a learning design perspective there is much to like about the CSO course and the outcome of assessing it against the standards for ‘best practice’ online course design suggests that an evolutionary approach - making incremental changes - could improve the course whilst retaining its existing ‘light touch’ format. The CSO course on its own is unlikely to realise the depth of achievement implied in the course aims and learning outcomes. The CSO course may best be seen as an entrée into the art of clinical supervision.
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Colorado State University program for developing, testing, evaluating and optimizing solar heating systems. Project status report for the months of April and May 1996. Office of Scientific and Technical Information (OSTI), July 1996. http://dx.doi.org/10.2172/248687.
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Colorado State University Program for developing, testing, evaluating and optimizing solar heating systems. Project status report for the months of June and July 1995. Office of Scientific and Technical Information (OSTI), August 1995. http://dx.doi.org/10.2172/101265.
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Colorado State University program for developing, testing, evaluating and optimizing solar heating systems. Project status report for the months of December 1995 and January 1996. Office of Scientific and Technical Information (OSTI), February 1996. http://dx.doi.org/10.2172/208294.
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Colorado State University program for developing, testing, evaluating and optimizing solar heating and cooling systems: Project status report for the months of October and November, 1994. Office of Scientific and Technical Information (OSTI), December 1994. http://dx.doi.org/10.2172/10105797.
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