Geoff Woolcott

Inter- and intraspecific genetic variation in Caulerpa (Chlorophyta) based on nuclear rDNA ITS sequences

Caulerpa (Chlorophyta, Ulvophyceae) is a common marine tropical-subtropical genus of about 70 species, inhabiting the eulittoral zone on rocks and corals as well as mangroves. The genus is particularly diverse and abundant along southern Australian coasts, where it is thought to have originated. Here, we compare sequences from the nuclear ribosomal cistron among five species of Caulerpa, including nine populations of Caulerpa filiformis from two biogeographic regions : five from Australia and four from South Africa. Species relationships were well resolved by internal transcribed spacer (ITS) sequences and supported by high bootstrap values as follows: (C. geminata (C. simpliciuscula (C. trifaria (C. scalpelliformis (C. filiformis – Australia, C. filiformis – South Africa ))))). Nucleotide divergence within C. filiformis was low with four and five nucleotide differences present in ITS1 and ITS2 respectively. Unexpectedly, the 5.8S rRNA gene showed eight nucleotide differences between the Australian and So...

Giftedness and cultural accumulation: an information processing perspective

There appears to be differing approaches, in modern education, to the identification and development of gifted students, but researchers are beginning to find some cohesiveness through approaches that examine giftedness from within broad views of human cognition and behavior. This paper takes such an approach by considering learning and memory as concerned with the processing of environmental information and its accumulation across society, where such cultural accumulation results from environmental interaction. This paper outlines a framework, developed from studies of learning and memory and environmental interaction, which is based in a novel description of information and information processing systems. This framework may be useful in providing a new way of thinking about human cognition and behavior in an evolutionary context as well as in relation to the overall accumulation of culture across human society. This framework may be useful, therefore, in examining giftedness by providing useful insights into the identification and development of gifted students, in particular, those with the high levels of expertise considered valuable as human cultural accumulation.

Ulvaria (Ulvales, Chlorophyta) in Eastern Australia: Morphology, Anatomy and Ontogeny Compared with Molecular Data

On the basis of morphology, anatomy, reproduction, and ontogeny of both field collected and laboratory cultivated material, all sheet-like and fully monostromatic green algae from warm temperate waters of eastern Australia are referred to the genus Ulvaria Ruprecht. Specimens from this region are historically referred to Ulvaria oxysperma (Kuetzing) Sliding, but few morphological and anatomical features are reliable in establishing species identity. Specimens throughout the region are perennial and exhibit great plasticity with continuous and often large ranges of microscopic and macroscopic features apparent within and between collection sites, and even within individual thalli. Detailed study of the ultrastructure of the pyrenoid does not provide taxonomically unequivocal information. Analyses of ITS sequence data indicate two groups in the isolates examined. Comparison with published ITS sequence supports the placement of both groups in Ulvaria, and not Monostroma Thuret, though only one of these groups may correspond to Ulvaria oxysperma. Restriction endonuclease analyses of the internal transcribed spacer regions of the ribosomal DNA support this conclusion, and such analyses may offer a fast and inexpensive alternative to sequencing in some cases. Further investigation is required to ascertain the nature of the taxonomic relationships between the two groups of isolates.

Using cognitive load theory to structure computer-based learning including MOOCs

A massive, open, online course (MOOC) is a form of computer-based learning that offers open access, internet-based education for unlimited numbers of participants. However, the general quality and utility of MOOCs has been criticized. Most MOOCs have been structured with minimal consideration of relevant aspects of human cognitive architecture and instructional design principles. This paper suggests cognitive load theory, with its roots embedded in our knowledge of human cognitive architecture and evolutionary educational psychology, is ideally placed to provide instructional design principles for all forms of computer-based learning, including MOOCs. The paper outlines the theory and indicates instructional design principles that could be used to structure online learning and to provide an appropriate base for instructional design when using computer-based learning.

Applying an alternative mathematics pedagogy for students with weak mathematics: meta-analysis of alternative pedagogies

ABSTRACT Student mathematics performance and the need for work-ready graduates to be mathematics-competent is a core issue for many universities. While both student and teacher are responsible for learning outcomes, there is a need to explicitly acknowledge the weak mathematics foundation of many university students. A systematic literature review was undertaken of identified innovations and/or interventions that may lead to improvement in student outcomes for university mathematics-based units of study. The review revealed the importance of understanding the foundations of student performance in higher education mathematics learning, especially in first year. Pre-university mathematics skills were identified as significant in student retention and mathematics success at university, and a specific focus on student pre-university mathematics skill level was found to be more effective in providing help, rather than simply focusing on a particular at-risk group. Diagnostics tools were found to be important in identifying (1) student background and (2) appropriate intervention. The studies highlighted the importance of appropriate and validated interventions in mathematics teaching and learning, and the need to improve the learning model for mathematics-based subjects, communication and technology innovations.

Sustainability of collaborative networks in highereducation research projects: why complexity? Why now?

ABSTRACT This article outlines the potential of complexity theory as a framework for understanding collaborative project networks and their sustainability within cross-institutional funded projects, responding to funders’ interest in projects that deliver public value. Preliminary analysis from an educational project suggests that complexity thinking may be useful also in examining attributes of sustainable networks. The article argues for new measures that shed light on how and why (or why not) collaborative project networks achieve sustainability, removing the current reliance on conventional, linear management and evaluation approaches.

Examining undergraduate student retention in mathematics using network analysis and relative risk

ABSTRACT Higher education faces challenges in retaining students who require a command of numeracy in their chosen field of study. This study applies an innovative combination of relative risk and social network analysis to enrolment data of a single cohort of commencing students from an Australian regional university. Relative risk, often used in epidemiology studies, is used to strategically investigate whether first year mathematics subjects at the university demonstrated a higher risk of attrition when compared to other subjects offered in the first year of study. The network analysis is used to illustrate the connections of those mathematics subjects, identifying service subjects through their multiple connections. The analysis revealed that attrition rates for eight of the nine subjects were within acceptable limits, and this included identified service subjects. The exception highlighted the issue of mathematics competencies in this cohort. This combined analytical technique is proposed as appropriate for use when investigating attrition and retention at faculty and institutional levels, including the determination of levels of intervention and support for any subject.

Modelling success networks to improve the quality of undergraduate education

Abstract Discussions of support and intervention in undergraduate university education are dominated by discussion of attrition. This study quests more broadly in arguing that support and intervention for undergraduate students may also benefit from models of engagement and success as well as conventional risk and failure. Supporting this proposition is a study that involved multifactorial approaches based in a combination of aspects of social network theory and social ecology theory. Analysis was enacted through social network analysis of archival data sets derived from a single cohort of 4065 undergraduate students at a regional Australian university. The findings suggest that models of academic success are suited to examination of the broader issues of student agency and undergraduate university education. The success networks developed are uniquely student-centred and place-based and may serve as more nuanced models for university intervention and support structures and mechanisms.

Enhancing science and mathematics teacher education: evaluating an enhancement module for science pre-service teachers

Motivated and well-trained science and mathematics teachers are a requirement for sustaining an industrialised economy. The Australian government has funded several projects to satisfy this requirement designed to improve pre-service teacher (PST) education in regional and rural Australia. One such project uses a collaboration nexus model with lesson feedback and Reflection Module in an iterative process using a repeated sequence comprised of an Enhancement Module, a subsequent Teaching Lesson and a Reflection Module. This paper reports on qualitative investigations of the effectiveness of the collaboration nexus in the Enhancement Module and comments on the value of the iterative process. Results from small-scale trials with PSTs indicate that the module positively engages participants, PSTs, university scientists and specialist educators. The module and its iterations appear to be effective in grounding PST education in targeting regional contexts relevant to the daily lives of both PSTs and their classroom students.

Multidisciplinary perspectives on a video case of children designing and coding for robotics

Spatial reasoning plays a vital role in choice of and success in science, technology, engineering, and mathematics (STEM) careers, yet the topic is scarce in grade school curricula. We conjecture that this absence may be due to limited knowledge of how spatial reasoning is discussed and engaged across STEM professions. This study aimed to address that gap by asking 19 professionals to comment on a video that documented children’s progression through 5 days of building and programming robots. Their written opinions on the skills relevant to their careers demonstrated by the children revealed that spatial thinking and design thinking are central to what they see.RśuméLe raisonnement spatial joue un rôle essentiel dans la décision d’entreprendre une carrière STEM et de réussir dans les domaines concernés. Pourtant, ces matières sont peu représentées dans les curriculums à l’école primaire. Nous supposons que cette absence puisse être due à un manque de connaissances quant à la façon dont le raisonnement spatial est traité dans l’ensemble des professions STEM. Cette étude vise à combler ce manque en demandant à 19 professionnels de commenter une vidéo qui documente la progression d’enfants qui construisent et programment des robots pendant 5 jours. Les commentaires écrits des répondants sur les habiletés pertinentes illustrées par les élèves montrent que la pensée spatiale et la pensée conceptuelle sont fondamentales dans leur profession.