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Mobile devices have been increasingly utilized in informal learning because of their high degree of portability; mobile guide systems (or electronic guidebooks) have also been adopted in museum learning, including those that combine learning strategies and the general audio-visual guide systems. To gain a deeper understanding of the features and limitations of these guide systems in a museum-learning context and also to provide new designs that better guide learners in interacting with peers and exhibitions, in-depth exploration of learners' actual visits and analyses of their behavioural patterns is crucial. This study was based on empirical observation and analysis of the learning behaviours (recorded on video) of 65 elementary-school students who were placed into three groups: mobile guide with problem-solving strategy, audio-visual mobile guide and paper-based learning-sheet guide. By coding and analysing the video and conducting sequential analysis and frequency analysis of learning-related discussion content, behavioural interaction patterns were determined by which the features and limitations of the different types of guides were compared. Among the findings, it was discovered that the students in the problem-solving mobile guide group showed a higher level of two-way interactions with their peers and the exhibits, as well as more learning-related discussions. Relevant suggestions for teachers, researchers and guide-systems developers are also given.

Digital teaching portfolios have been proposed as an effective tool for teacher learning and professional development, but there is a lack of empirical evidence supporting their effectiveness. This study proposed the design of a structured digital portfolio equipped with multiple aids (e.g. self-assessment, peer assessment, discussion and journal writing) for the professional development of teachers. This study also empirically evaluated the reflection and professional development as demonstrated in digital teaching portfolios with multiple supporting measures. Forty-four in-service substitute teachers participated in a course of classroom assessment and used a Web-based portfolio system. Based on the framework of teacher reflective thinking developed by Sparks-Langer et al., we found that most teachers demonstrated moderate levels of reflection in their journals but only one-third of them showed the highest level of reflection. We also found that the professional knowledge of teachers about classroom assessment--as shown by their implementation of it--improved significantly during the construction of portfolios. The above findings also represent good evidence that digital portfolios with multiple aids are beneficial to teacher reflection and professional development.

A computer-based concept mapping system was developed that provides two learning environments: "construct-by-self," where the system provides students with evaluation results and hints for feedback, and "construct-on-scaffold," where students also receive an incomplete concept map. The "construct-on-scaffold" had better effect for learning biology. Both are helpful for students completing their concept maps. (Author/AEF)

Elaborates concept maps by associating their concept nodes and relation links with attribute values which indicate the relative significance of concepts and relationships in knowledge representation. Fuzzy map integration and matching; Description of a concept map.

Objective: To report our experience in reconstructing pharyngeal defects that cannot be closed primarily, using acellular dermal matrix (AlloDerm, LifeCell Corp., Branchburg, NJ) and sternocleidomastoid (SCM) muscle flap., Study Design: Prospective, nonrandomized, nonblinded study in the setting of an academic tertiary care medical center., Methods: Fourteen patients underwent reconstruction of through-and-through defects of partial pharyngectomy for squamous cell carcinoma using AlloDerm graft. Primary closure of the defects was not possible because of substantial loss of pharyngeal tissue. The graft was reinforced with superiorly based SCM muscle flap in 10 patients. The remaining four patients did not receive any flap. Eleven lesions involved the lateral pharyngeal wall, and three were piriform sinus lesions. Patients were followed for a period ranging from 3 to 20 months. Outcome measures were determined on several parameters including graft take rate, evidence of graft contracture, postoperative complications, resumption of diet, intelligibility of speech, and decannulation. All patients were evaluated by a speech pathologist by means of a bedside swallowing examination. Five patients had videofluoroscopic studies. The three patients with piriform sinus lesions underwent videostroboscopic examination to assess vocal cord function., Results: There was a high success rate for graft take. Two patients developed postoperative fistulas that resolved with conservative management. One of the 10 patients with SCM flap and one of the 4 patients without SCM flap developed fistulas. Clinically significant graft contracture or pharyngeal stenosis was not observed in any patients. All patients resumed oral intake. Ten patients resumed a normal diet, two tolerated a soft diet, and two could take purees. Decannulation was successful in all patients. Two of the three patients with piriform sinus lesions had vocal cord palsies after surgery resulting in breathy dysphonia. They underwent type I thyroplasty for vocal rehabilitation. All patients had intelligible speech., Conclusions: Thick AlloDerm, reinforced with SCM muscle or cervical soft tissue, provides a useful alternative option for reconstruction of pharyngeal defects that cannot be closed primarily. It is safe and effective and provides excellent functional outcomes.

Three-dimensional (3D) modeling based on an ensemble of multilayer self-organizing (SO) neural networks is described. Our objective for 3D modeling is to construct a representation of a 3D object shape from sensed surface points acquired from the object. Current modeling techniques can be classified into two categories: the static and the dynamic approaches, where the former grounded in computational geometry, and the latter rooted in the mechanics of elastic materials. In this paper, a neural-based dynamic modeling approach is presented. The method used is proved to converge and experimental results are shown which support its applicability to real problems.