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Students' diverse learning modes render the need to develop various learning materials for effective learning. Existing literature has shown the increasing use of animated videos to complement classroom teaching. To justify the use of videos for teaching, the impact of learning should be comparatively as effective as that of traditional learning materials. While there are studies of students' perception on effectiveness of animated videos in existing literature, relatively little is reported on videos development and comparison to traditional written text in terms of their impact on learning outcomes. In response to this, our study describes the design of learning materials and a laboratory experiment which randomly assign business and non-business students to either a video or a text group to collect students' perception. We design a pre- and post-test to each group to test the learning outcomes of both types of learning materials for comparison. We use both quantitative and qualitative questions to assess students' experience of learning and collect comments for further development of the learning materials. The analysis showed that students perceived both types of materials as comparable and they regarded both positively. Both groups showed improvement between pre- and post-test, but the change in scores was insignificantly different across groups. These suggested that video is an effective alternative to text materials. The paper shares our experience of developing learning materials and designing a laboratory experiment with academics interested in using different learning materials for teaching microeconomics. The results support videos as equally effective learning materials as written text and provide directions for further improving existing learning materials.

Older patients with lower limb amputation, categorised as having "limited community mobility", are under-researched. Understanding their experience with a new prosthetic ankle-foot is important when designing clinical trials. The aim of this qualitative study was to explore the adjustments they made after amputation and the acceptability of a self-aligning ankle-foot (SA-AF) to older adults. Fourteen participants, who took part in the STEPFORWARD randomised controlled feasibility trial (ISRCTN15043643), were purposively recruited; nine were intervention participants and five were standard care participants. They were asked to reflect on their life prior to and consider the adjustments they made following their amputation. Participants in the intervention group were also asked about their views of the new SA-AF compared to their standard non-SA-AF. A thematic analysis was undertaken. Three broad themes were identified: The impact of the amputation; Role of clinical support; and Experiences of the SA-AF. The findings tell a narrative of the long-term impact that amputation has on these individuals' lives. Participants randomised to receive the SA-AF were very positive about it, reporting less pain, greater mobility and being able to do more. Participants who used the SA-AF found it an acceptable intervention. These findings suggest that a full-scale RCT is warranted. There is a high degree of acceptability among an older patient group with a transtibial amputation to use a self-aligning ankle foot. Patients reported experiencing better mobility and more prosthetic comfort with the self-aligning ankle-foot. Key outcomes important to participants include engagement in social and daily activities and balance confidence. [ABSTRACT FROM AUTHOR]

While a number of studies have been conducted on the impact of online assessment and teaching methods on student learning, the field does not seem settled around the promised benefits of such approaches. It is argued that the reason for this state of affairs is that few studies have been able to control for a number of confounding factors in student performance. We report on the introduction of a regular (every 3 weeks) low-mark online assessment tool in a large, first-year business mathematics course at the University of New South Wales, a major Australian university. Using a retrospective regression methodology together with a very large and rich data set, we test the proposition that exposure to the online assessment instrument enhances student learning. Significantly, we are able to control for prior student aptitude, in-course mastery, gender and even effort via a voluntary class attendance proxy. Furthermore, the study incorporates two large, and statistically diverse cohorts as well as manipulations in the model tested to robustly examine the outcomes. Our central result is that higher exposure to the online instrument robustly leads to higher student learning, all else being equal. Various implications for online assessment design, implementation and targeting are also discussed.

Considers the potential of social-constructivist ideas of teaching and learning for pupils with learning difficulties from a British perspective. Reports on a study with a class of eight students with moderate learning disabilities studying the local community. Benefits to individual students in the development of conceptual understanding and social awareness are reported. (DB)

This paper reports on the classroom experiences of eight 11-year-old pupils with learning difficulties attending four Scottish special schools. Emphasis is on ways teachers can encourage reflective reasoning, problem solving, and metacognitive awareness by pupils who have moderate degrees of difficulty in learning. (Author/DB)