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Contemporary technological and social developments demand transformation of educational practices. Teachers and schools are no longer fountains of knowledge that fill students with information. Rather, their primarily role is to equip students with new literacies, competencies for productive use of information technology, and sufficient disciplinary-specific bases of conceptual knowledge. This requires changes toward student-centered practices. In such contexts, teachers are designers of learning; therefore lesson planning is replaced with a concept of ?learning design.? This paper introduces the RASE (Resources-Activity-Support-Evaluation) learning design model developed as a framework to assist teachers in designing learning modules. Central to RASE is the emphasis on the design of activities where students engage in using resources and in the production of artifacts that demonstrate learning. The paper also emphasizes the importance of ?conceptual models? as a special type of educational multimedia resource, and its role in assisting learning and application of concepts, as opposed to the ?information transfer? models. RASE is beginning to emerge as a powerful framework for transformation of teachers and their traditional practices to contemporary, relevant student-centered practices. The model is also an effective framework for productive uses of information technology in education.

Post-PC TouchPad mobile devices are increasingly being used in educational contexts. Growing investment is planned by higher education institutions in Hong Kong and by the HKSAR Education Bureau in relation to educational uses of TouchPad technology. However, current research into educational applications of this technology is limited. This paper reports an ongoing qualitative study that investigates how higher education teachers use iPad technology to facilitate their practice. The emergent study results provide insight into both the educational affordances of iPad technology and the ways in which teachers' personal or private theories mediate these affordances and transform through the process. The study outcomes will contribute to theoretical understanding of higher education teacher changes through adoption of technology. Furthermore, the outcomes will provide a set of recommendations for applications of TouchPad technology in higher education and ways to support teachers to effectively adopt such technology in their practices.

The findings of abnormal GMD in VoR with PTSD support the hypothesis that PTSD is associated with widespread anatomical changes in the brain. The medial frontal cortex, precentral cortex, posterior cingulate cortex, post-central cortex and inferior parietal lobule may play important roles in the neuropathology of PTSD.

This paper reports on the cross-disciplinary research that resulted in a decision-support tool, Team Machine (TM), which was designed to create maximally diverse student teams. TM was used at a large United States university between 2004 and 2012, and resulted in significant improvement in the performance of student teams, superior overall balance of the teams as well as overwhelmingly favorable reactions from stakeholders. An empirical study is conducted comparing the performance of teams created by TM compared to teams manually allocated by a subject matter expert. The findings show that optimally balanced teams perform better than those created manually. TM serves as a broad-based example of how to integrate business analytics into interactive search by conflating human judgment with algorithmic efficiency in the context of team formation. The contribution of this research to the academic community is a model and solution method which can be easily implemented to solve a very important and recurring issue faced by many MBA programs and empirical evidence of its value. The outcomes of this study include empirical evidence of increased team performance, significant administrative time savings, improvement to team diversity, and increased satisfaction from students and administrators with the team formation process.