Recent research has called for the recognition of the interconnectedness of pattern, structure and algebraic reasoning and their ability to enhance basic numeracy in young learners (e.g. Mulligan, Cavanagh & Keanan-Brown 2012; Papic, Mulligan & Mitchelmore 2011; Wilkie & Clarke 2016). Working structurally is not only possible but necessary in the FP classroom, where learners are receptive to an approach that develops the necessary habits of mind when dealing with repeating patterns on a relational level. The focus of EA is on a relational approach to learning mathematics; it refers to studying number from a structural perspective (Warren 2011).
Through interviews with representatives from GE Healthcare, we determined that a central problem of their current knowledge management system is users' inability to effectively retrieve the documents they need in order to carry out the everyday business activities of the corporation. We propose a three-pronged approach to resolving the problem, from a user-, data-, and system-centred perspective. From the users' perspective, we conducted user-based usability studies to confirm and identify the key problem. For our data-centred approach, we developed a new Dublin Core-compatible metadata schema that has the following four key characteristics: compatibility with existing practices, specificity to the corporation's needs, simplicity to facilitate easy adoption and flexibility to evolve as the corporation grows and changes. From a system-centred perspective, we developed a new search interface for GE Healthcare that incorporates our proposed metadata schema to improve the effectiveness of the information search.
There has, of recent, been a marked interest in the utilization of learning objects, specifically on the potential of granularity and reusability to make instructional development more efficient, and learning experiences more customized and meaningful . Juxtaposition of affordance systems and intelligent systems reveals powerful possibilities for granularity and reusability. Biology, architecture and language are investigated as systems to explore the role of granularity and reusability, in the quest to better define current perceptions of learning objects in the realm of design and technology in instruction.The notion of subsystems, and the rules that apply within each system (intra-systemic rules) and between subsystems (inter-systemic rules) as it extends to holistic purposes, defines the role of granularity. The inverse relationship between granular reusability and learning-objective specificity is addressed.In conclusion, learning objects within the virtual context are evaluated to identify commonalities and patterns to inform the design and development of future learning objects, and to clarify granularity and how it impacts the scale and scope of reusability.
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