http://hdl.handle.net/10453/35359 2026-04-12T07:31:50Z http://hdl.handle.net/10453/176793 Title: A casework study: The effect of the porcine digestive process on animal carcasses and human teeth Authors: Atwood, L; Lain, R; Kotzander, J; McCardle, P; Mason, B; Raymond, J; Sears, A Abstract: What happens if a human body is fed to pigs Although a popular notion in the entertainment industry no scientific published literature exists that documents this porcine feeding behaviour nor more importantly what elements of the cadaver may survive such a process A study conducted in 2020 born out of a casework enquiry aimed to investigate the following two questions Would pigs feed on a human body And if so what could be recovered post feeding event Kangaroo carcasses porcine carcasses as human analogues and 90 human teeth were prepared and fed to two domestic pigs in a variety of feed scenarios Biological traces including bones bone fragments teeth and tooth fragments were recovered both post digestion from the faeces of the pigs as well as uneaten from the porcine enclosure 29 of all human teeth were recovered from the study 35 of which were recovered post digestion from the faeces and 65 were recovered uneaten from the porcine enclosure Of the recovered human teeth 81 were deemed suitable for identification by a forensic odontologist From the 447 bones recovered from the enclosure 94 could be identified to a bone type and species From all 3338 bone fragments recovered from the faeces of the pigs none retained any morphological traits that would allow further intelligence to be generated Overall it was found that pigs will feed on human analogues and will consume soft tissue bones and human teeth Biological traces in the form of bones bone fragments teeth and tooth fragments may be recovered both post digestion from the faeces or from the porcine enclosure The biological traces can be used for identification of an individual via forensic odontology identification of a species via forensic anthropology and may be suitable for DNA analysis The outcomes of this study generated new avenues for investigation in the case and may be used to inform future operational resources 2023-04-01T00:00:00Z http://hdl.handle.net/10453/176725 Title: Learner-centred Analytics of Feedback Content in Higher Education Authors: Lin, J; Dai, W; Lim, LA; Tsai, YS; Mello, RF; Khosravi, H; Gasevic, D; Chen, G Abstract: Feedback is an effective way to assist students in achieving learning goals. The conceptualisation of feedback is gradually moving from feedback as information to feedback as a learner-centred process. To demonstrate feedback effectiveness, feedback as a learner-centred process should be designed to provide quality feedback content and promote student learning outcomes on the subsequent task. However, it remains unclear how instructors adopt the learner-centred feedback framework for feedback provision in the teaching practice. Thus, our study made use of a comprehensive learner-centred feedback framework to analyse feedback content and identify the characteristics of feedback content among student groups with different performance changes. Specifically, we collected the instructors' feedback on two consecutive assignments offered by an introductory to data science course at the postgraduate level. On the basis of the first assignment, we used the status of student grade changes (i.e., students whose performance increased and those whose performance did not increase on the second assignment) as the proxy of the student learning outcomes. Then, we engineered and extracted features from the feedback content on the first assignment using a learner-centred feedback framework and further examined the differences of these features between different groups of student learning outcomes. Lastly, we used the features to predict student learning outcomes by using widely-used machine learning models and provided the interpretation of predicted results by using the SHapley Additive exPlanations (SHAP) framework. We found that 1) most features from the feedback content presented significant differences between the groups of student learning outcomes, 2) the gradient boost tree model could effectively predict student learning outcomes, and 3) SHAP could transparently interpret the feature importance on predictions. 2023-03-13T00:00:00Z http://hdl.handle.net/10453/176724 Title: HuCETA: A Framework for Human-Centered Embodied Teamwork Analytics Authors: Echeverria, V; Martinez-Maldonado, R; Yan, L; Zhao, L; Fernandez-Nieto, G; Gasevic, D; Shum, SB Abstract: Collocated teamwork remains a pervasive practice across all professional sectors. Even though live observations and video analysis have been utilized for understanding embodied interaction of team members, these approaches are impractical for scaling up the provision of feedback that can promote developing high-performance teamwork skills. Enriching spaces with sensors capable of automatically capturing team activity data can improve learning and reflection. Yet, connecting the enormous amounts of data such sensors can generate with constructs related to teamwork remains challenging. This article presents a framework to support the development of human-centered embodied teamwork analytics by 1) enabling hybrid human-machine multimodal sensing; 2) embedding educators' and experts' knowledge into computational team models; and 3) generating human-driven data storytelling interfaces for reflection and decision making. This is illustrated through an in-the-wild study in the context of healthcare simulation, where predictive modeling, epistemic network analysis, and data storytelling are used to support educators and nursing teams. 2023-01-01T00:00:00Z http://hdl.handle.net/10453/175680 Title: Researching professional identity development: An arts-informed approach Authors: Trede, F Abstract: Professional identity development is a complex and contested topic in higher education. Students are often more concerned with learning the necessary content knowledge and technical skills than exploring the values that underpin who they are becoming. This chapter describes an arts-informed research design, which uses visual communication to bring to consciousness human experiences, developed for researching first-year students' professional identity development in a studio-based subject. The purpose of the research was to identify the role studio-based learning plays in preparing students to become future professionals and explore what professional capabilities are being developed. Professional identity development is theoretically framed as a critical pedagogy that cautions against a single, technical and disciplinary identity at the individual level. Such single-focused concepts of identity risk a focus on technical skill mastery and competencies which are important but no longer enough to prepare responsible graduates for uncertain, complex times ahead. 2023-11-21T00:00:00Z