The OpenAI's ChatGPT-3, or Chat Generative Pre-Trained Transformer was released in November 2022 without significant warning, and has taken higher education by storm since. The artificial ...intelligence (AI)-powered chatbot has caused
alarm for practitioners seeking to detect authenticity of student work. Whereas some educational doomsayers predict the end of education in its current form, we propose an alternate early view. We identify in this commentary a position
where educators can leverage AI like ChatGPT to build supportive learning environments for students who have cultivated good character. Such students know how to use ChatGPT for good, and can engage effectively with the ChatGPT
application. In building our ChatGPT argument, we acknowledge the existing literature on plagiarism and academic integrity, and consider leadership as a root support mechanism, character development as an antidote, and authentic
assessment as an enabler. In doing so, we highlight that while ChatGPT - like papermills, and degree factories before it - can be used to cheat on university exams, it can also be used to support deeper learning and better learning
outcomes for students. In doing so, we offer a commentary that offers opportunities for practitioners, and research potential for scholars. Author abstract
New accessible learning methods delivered through mobile mixed reality are becoming possible in education, shifting pedagogy from the use of two dimensional images and videos to facilitating learning ...via interactive mobile environments. This is especially important in medical and health education, where the required knowledge acquisition is typically much more experiential, self-directed, and hands-on than in many other disciplines. Presented are insights obtained from the implementation and testing of two mobile mixed reality interventions across two Australian higher education classrooms in medicine and health sciences, concentrating on student perceptions of mobile mixed reality for learning physiology and anatomy in a face-to-face medical and health science classroom and skills acquisition in airways management focusing on direct laryngoscopy with foreign body removal in a distance paramedic science classroom. This is unique because most studies focus on a single discipline, focusing on either skills or the learner experience and a single delivery modality rather than linking cross-discipline knowledge acquisition and the development of a student’s tangible skills across multimodal classrooms. Outcomes are presented from post-intervention student interviews and discipline academic observation, which highlight improvements in learner motivation and skills, but also demonstrated pedagogical challenges to overcome with mobile mixed reality learning.
In a world driven by constant change and innovation, Higher Education Institutions (HEIs) are undergoing a rapid transformation, often driven by external factors such as emerging technologies. One of ...the key drivers affecting the design and development of educational delivery mechanisms in HEIs is the fast pace of educational technology development which not only impacts an institution’s technical capacity to infuse hardware and software solutions into existing learning infrastructure but also has implications for pedagogical practice, stakeholder acceptance of new technology, and HEI administrative structures. However, little is known about the implementation of contemporary educational technology in HEI environments, particularly as they relate to competing stakeholder perceptions of technology effectiveness in course delivery and knowledge acquisition. This review fills that gap by exploring the evidence and analyses of 46 empirical research studies focussing on technology implementation issues in a diverse range of institutional contexts, subject areas, technologies, and stakeholder profiles. This study found that the dynamic interplay of educational technology characteristics, stakeholder perceptions on the effectiveness of technology integration decisions, theoretical frameworks and models relevant to technology integration in pedagogical practices, and metrics to gauge post-implementation success are critical dimensions to creating viable pathways to effective educational technology implementation. To that end, this study proposes a framework to guide the development of sound implementation strategies that incorporates five dimensions: technology, stakeholder perceptions, academic discipline, success metrics, and theoretical frameworks. This study will benefit HEI decision-makers responsible for re-engineering complex course delivery systems to accommodate the infusion of new technologies and pedagogies in ways that will maximise their utility to students and faculty.
We prove several results about the best constants in the Hausdorff–Young inequality for noncommutative groups. In particular, we establish a sharp local central version for compact Lie groups, and ...extend known results for the Heisenberg group. In addition, we prove a universal lower bound to the best constant for general Lie groups.
Estimates for matrix coefficients of unitary representations of semisimple Lie groups have been studied for a long time, starting with the seminal work by Bargmann, by Ehrenpreis and Mautner, and by ...Kunze and Stein. Two types of estimates have been established: on the one hand, $L^p$ estimates, which are a dual formulation of the Kunze--Stein phenomenon, and which hold for all matrix coefficients, and on the other pointwise estimates related to asymptotic expansions at infinity, which are more precise but only hold for a restricted class of matrix coefficients. In this paper we prove a new type of estimate for the irreducibile unitary representations of ${\rm SL}(2,\Bbb{R})$ and for the so-called metaplectic representation, which we believe has the best features of, and implies, both forms of estimate described above. As an application outside representation theory, we prove a new $L^2$ estimate of dispersive type for the free Schr\"odinger equation in $\Bbb{R}^n$.
There is growing evidence that the use of simulation in teaching is a key means of improving learning, skills, and outcomes, particularly for practical skills. In the health sciences, the use of ...high-fidelity task trainers has been shown to be ideal for reducing cognitive load and leading to enhanced learning outcomes. However, how do we make these task trainers available to students studying at a distance? To answer this question, this paper presents results from the implementation and sustained testing of a mobile mixed reality intervention in an Australian distance paramedic science classroom. The context of this mobile mixed reality simulation study, provided through a user-supplied mobile phone incorporating 3D printing, virtual reality, and augmented reality, is skills acquisition in airways management, focusing on direct laryngoscopy with foreign body removal. The intervention aims to assist distance education learners in practising skills prior to attending mandatory residential schools, building a baseline equality between those students who study face to face and those at a distance. Outcomes from the study showed statistically significant improvements in the use of the simulation across several key performance indicators in the distance learners, but also demonstrated problems to overcome in the pedagogical method. Author abstract
In health sciences education, there is growing evidence that simulation improves learners’ safety, competence, and skills, especially when compared to traditional didactic methods or no simulation ...training. However, this approach to simulation becomes difficult when students are studying at a distance, leading to the need to develop simulations that suit this pedagogical problem and the logistics of this intervention method. This paper describes the use of a design-based research (DBR) methodology, combined with a new model for putting ‘pedagogy before technology’ when approaching these types of education problems, to develop a mixed reality education solution. This combined model is used to analyse a classroom learning problem in paramedic health sciences with respect to student evidence, assisting the educational designer to identify a solution, and subsequently develop a technology-based mixed reality simulation via a mobile phone application and three-dimensional (3D) printed tools to provide an analogue approximation for an on-campus simulation experience. The developed intervention was tested with students and refined through a repeat of the process, showing that a DBR process, supported by a model that puts ‘pedagogy before technology’, can produce over several iterations a much-improved simulation that results in a simulation that satisfies student pedagogical needs.
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spectral multiplier theorem of Mihlin–Hörmander type is proved for a distinguished sub-Laplacian on quaternionic spheres. This is the first such result on compact sub-Riemannian manifolds ...where the horizontal space has corank greater than one. The proof hinges on the analysis of the quaternionic spherical harmonic decomposition, of which we present an elementary derivation.
Spatial visualisation skills and interpretation are critical in the design professions but are difficult for novice designers. There is growing evidence that mixed reality visualisation improves ...learner outcomes, but often these studies are focused on a single media representation and not on a comparison between media and the underpinning learning outcomes. Results from recent studies highlight the use of comparative visualisation pedagogy in design through learner reflective blogs and pilot studies with experts, but these studies are limited by expense and designs familiar to the learner. With increasing interest in mobile pedagogy, more assessment is required in understanding learner interpretation of comparative mobile mixed reality pedagogy. The aim of this study is to do this by evaluating insights from a first-year architectural design classroom through studying the impact and use of a range of mobile comparative visualisation technologies. Using a design-based research methodology and a usability framework for accessing comparative visualisation, this paper will study the complexities of spatial design in the built environment. Outcomes from the study highlight the positives of the approach but also the improvements required in the delivery of the visualisations to improve on the visibility and visual errors caused by the lack of mobile processing. Author abstract
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