Noticing and weighing alternatives in the reflection of regular classroom teaching: Evidence of expertise using mobile eye-tracking

Instructional videos are widely used to study teachers’ professional vision. A new technological development in video research is mobile eye-tracking (MET). It has the potential to provide fine-grained insights into teachers’ professional vision in action, but has yet been scarcely employed. We addressed this research gap by using MET video feedback to examine how expert and novice teachers differed in their noticing and weighing of alternative teaching strategies. Expert and novice teachers’ lessons were recorded with MET devices. Then, they commented on what they observe while watching their own teaching videos. Using a mixed methods approach, we found that expert and novice teachers did not differ in the number of classroom events they noticed and alternative teaching strategies they mentioned. However, novice teachers were more critical of their own teaching than expert teachers, particularly when they considered alternative teaching strategies. Practical implications for the field of teacher education are discussed.

Student Participation and Interaction in Online Case-Based Discussions: Comparing Expert and Novice Facilitation

Discussion is an essential component in case-based learning (CBL), as it offers students the opportunity to consider diverse perspectives, clarify confusion, and construct understanding. As a facilitator bears most of the responsibility for the overall success of CBL, understanding how facilitation strategies influence interactions during discussions is worthwhile. However, previous CBL facilitation research has primarily considered student perspectives during case discussions, without examining relationships between facilitator experience and student interaction and participation. This study combined social network analysis and content analysis to compare the structure of expert and novice instructors’ discussion posts and to consider their relationship to student participation and interaction in online case discussions. Results showed that both the expert and novice instructors used facilitation strategies involving social congruence, cognitive congruence, and content expertise frequently in the discussions; however, when and how they used a combination of these strategies was noticeably different. These differences influenced student interaction. More specifically, students tended to interact with others more actively and densely as a result of questions initiated by the expert facilitator. Suggestions are provided for novice facilitators.

Gaining Expertise in Creating Metadata: An Exploratory Study

<p>Increasingly, people with little experience of cataloguing, indexing or abstracting are using metadata schemas like the Dublin Core Metadata Elements Set (DC) and the New Zealand Government Locator Service (NZGLS) to describe resources. There is currently little information available about how novices approach the process of metadata creation, and what personal (cognitive) and other factors (particularly organisational) are at work. In this exploratory study, I spoke with novice metadata creators about their skills and knowledge when they began to create metadata and, six weeks later, after they had created records as part of their normal work duties. I asked novices to identify factors that impacted positively or negatively upon their progress, and also sought the opinions of metadata experts who were training and supervising novice creators. The study identified the skills and knowledge that are required to create metadata, and investigated the techniques used to develop expertise. The tools used by metadata creators were evaluated, and the effects of organisational culture were also explored. The insights of the expert and novice participants provide guidance as to how managers can facilitate the production of good quality metadata through developing effective staff training and quality assurance, providing more usable online tools and documentation, and fostering more supportive organisational cultures.</p>

Gaining Expertise in Creating Metadata: An Exploratory Study

<p>Increasingly, people with little experience of cataloguing, indexing or abstracting are using metadata schemas like the Dublin Core Metadata Elements Set (DC) and the New Zealand Government Locator Service (NZGLS) to describe resources. There is currently little information available about how novices approach the process of metadata creation, and what personal (cognitive) and other factors (particularly organisational) are at work. In this exploratory study, I spoke with novice metadata creators about their skills and knowledge when they began to create metadata and, six weeks later, after they had created records as part of their normal work duties. I asked novices to identify factors that impacted positively or negatively upon their progress, and also sought the opinions of metadata experts who were training and supervising novice creators. The study identified the skills and knowledge that are required to create metadata, and investigated the techniques used to develop expertise. The tools used by metadata creators were evaluated, and the effects of organisational culture were also explored. The insights of the expert and novice participants provide guidance as to how managers can facilitate the production of good quality metadata through developing effective staff training and quality assurance, providing more usable online tools and documentation, and fostering more supportive organisational cultures.</p>

C.6 Action-Related Fixation in Microsuturing, a New Gaze Behavior Metric to Differentiate the Level of Expertise

Background: Gaze behavior differences between expert and novice surgeons have been established in previous studies mainly from the general surgery field.Limited information is available about surgeon’s visual attention during microsurgery procedures where surgical microscope is used. Methods: 4 experts and 3 novices performed 37 independent sutures under the surgical microscope.Eye movements of surgeons and scene video of the surgical performance were recorded.Total suturing time and subtask times were compared between level of expertise.We defined three discrete surgical actions and examined eye gaze (fixation) directly related to each of these actions.Fixation duration (measured by total,pre-action,and post-action duration) were compared between expert and novice, over 3 subtasks (piercing, exiting and cutting) and between pre- and post-action phases. Results: Expert surgeons completed the suture with shorter total time than novices.On average,expert displayed longer fixation time than novice.Experts also maintained their visual engagement constantly over the 3 level of subtask in comparison to novices who required a longer fixation time for the challenging subtask (piercing).Experts use longer pre- than post-action fixation, and this pattern is distributed over all three subtasks.This gaze engagement strategy was not shown in novices. Conclusions: The action-related fixation can be used to evaluate microsurgeons’ level of expertise and in surgical education for gaze training.

A new model of inexpensive portable homemade PERC Mentor (IPHOM) and its validation

Background Percutaneous nephrolithotomy (PCNL) is a complex surgery and has a flat learning curve. Due to this and the ethical issues, trainees do not get enough hands on exposure. Virtual simulator is very expensive and bulky. Animal model requires legal clearance. This inexpensive portable homemade PERC Mentor (IPHOM) teaches all the major aspects of PCNL surgery. This article has shown the way to make this model and its validation study. Methods IPHOM can be made at home with carton box, ball bearings, LED torch and some hospital wastes. After a short demonstration of IPHOM, 14 residents and 4 urologists were given 8 tasks to perform on it followed by 15-min supervised practice exercise on day 0 and day 1. Their performance was reassessed on day 2 and 3. Response to 17 feedback points was recorded on a seven-point Likert scale. Results There was significant difference between the performance of expert and novice on day 0. Expert completed all the tasks in less time and no. of attempts. The time for tract dilatation and duration of radiation exposure were significantly less in the expert group. The performance of both expert and novice improved on day 2 and 3, but the improvement was significantly more in novice. Response to the feedback points showed no difference between expert and novice (p > .05). Conclusions We have found that training on IPHOM has improved the concept and skills of PCNL in residents. The simplicity and low cost of the model make it constructible at home.

Visual behavior and upper limb variability in coordination comparision between novices and experts performers in basketball free throws

The objective of the present research is to determine the differences in visual behavior and the upper limbs variability in coordination between expert performers and novice performers in basketball free throws. Methods: Nine right-handed men were tested. The skilled group consisted of four players who had an experience of 9.2 years (SD: 1.2) and play 9 hours per week (SD: 12). The novice group consisted of five players with no experience in Basketball. Visual behavior was evaluated using an eye-tracker head mounted and the upper limb kinematic behavior using a High-speed camera during 30 free throws. Results: There was a significant difference between the expert and novice performers in accuracy for the 30 trials (p<0.034). In Visual behavior were no significant differences the duration of the last visual fixation before the onset of elbow extension in execution phase (p>0,05) between expert and novice groups. There were statistically significant differences in the elbow-wrist variability in coordination in the throws duration time-windows of 100%, 90%, 80%, 30% (pvalue <0.05). 100% represent the last time-windows before ball release. The expert performers shows greater consistency in coordination, however novice subjects exhibit greater variability in the coordination in these intervals. Conclusion: The results suggest that the task of shooting free throws requires a long visual fixation to the site of interest, which temporarily is similar in subjects with different levels of skill. The higher reproducibility pattern suggests elbow-wrist coordination to be the key perceptuo-motor behavior in order to reach expert performance. El objetivo de la presente investigación es determinar las diferencias en el comportamiento visual y la variabilidad de los miembros superiores en la coordinación entre ejecutantes expertos y ejecutantes novatos en los tiros libres de baloncesto. Métodos: Se examinaron nueve hombres diestros. El grupo de expertos estaba formado por cuatro jugadores que tenían una experiencia de 9,2 años (SD: 1,2) y jugaban 9 horas a la semana (SD: 12). El grupo de novatos estaba formado por cinco jugadores sin experiencia en baloncesto. El comportamiento visual fue evaluado utilizando un eye-tracker montado en la cabeza y el comportamiento cinemático del miembro superior utilizando una cámara de alta velocidad durante 30 tiros libres. Resultados: Hubo una diferencia significativa entre los expertos y los novatos en la precisión de los 30 ensayos (p<0,034). En el comportamiento visual no hubo diferencias significativas en la duración de la última fijación visual antes del inicio de la extensión del codo en la fase de ejecución (p>0,05) entre los grupos de expertos y novatos. Hubo diferencias estadísticamente significativas en la variabilidad codo-muñeca en la coordinación en las ventanas de tiempo de duración de los lanzamientos del 100%, 90%, 80%, 30% (pvalor <0,05). El 100% representa las últimas ventanas de tiempo antes del lanzamiento del balón. Los ejecutantes expertos muestran una mayor consistencia en la coordinación, sin embargo los sujetos novatos exhiben una mayor variabilidad en la coordinación en estos intervalos. Conclusiones: Los resultados sugieren que la tarea de lanzar tiros libres requiere una larga fijación visual al sitio de interés, que temporalmente es similar en sujetos con diferentes niveles de habilidad. El patrón de mayor reproducibilidad sugiere que la coordinación codo-muñeca es la conducta perceptivo-motora clave para alcanzar un rendimiento experto.

Expert and Novice Goalkeepers' Perceptions of Changes During Open Play Soccer

In the present study we investigated expert and novice football (i.e., soccer) goalkeepers' three stages of perceiving changes in open play situations—detection, localization, and identification—with and without time constraints. We adopted the continual cycling flicker paradigm to investigate goalkeepers' perceptions when provided with sufficient time (Experiment 1), and we utilized the limited display one-shot change detection paradigm to study their perceptions under time constraints (Experiment 2). Images of goalkeepers' first-person views of open play soccer scenes were used as stimuli. Semantic or non-semantic changes in these scenes were produced by modifying one element in each image. Separate groups of expert and novice goalkeepers were required to detect, localize, and identify the scene changes. We found that expert goalkeepers detected scene changes more quickly than novices under both time allowances. Furthermore, compared to novices, experts localized the changes more accurately under time constraints and identified the changes more quickly when given sufficient time. Additionally, semantic changes were detected more quickly and localized and identified more accurately than non-semantic changes when there was sufficient time. Under time constraints expert goalkeepers' greater efficiency was likely due to pre-attentive processing; with sufficient time, they were able to focus attention to extracting detailed information for identification.

Deriving Effective Decision-Making Strategies of Prosthetists: Using Hidden Markov Modeling and Qualitative Analysis to Compare Experts and Novices

Objective This research focuses on studying the clinical decision-making strategies of expert and novice prosthetists for different case complexities. Background With an increasing global amputee population, there is an urgent need for improved amputee care. However, current prosthetic prescription standards are based on subjective expertise, making the process challenging for novices, specifically during complex patient cases. Hence, there is a need for studying the decision-making strategies of prosthetists. Method An interactive web-based survey was developed with two case studies of varying complexities. Navigation between survey pages and time spent were recorded for 28 participants including experts ( n = 20) and novices ( n = 8). Using these data, decision-making strategies, or patterns of decisions, during prosthetic prescription were derived using hidden Markov modeling. A qualitative analysis of participants’ rationale regarding decisions was used to add a deep contextualized understanding of decision-making strategies derived from the quantitative analysis. Results Unique decision-making strategies were observed across expert and novice participants. Experts tended to focus on the personal details, activity level, and state of the residual limb prior to prescription, and this strategy was independent of case complexity. Novices tended to change strategies dependent upon case complexity, fixating on certain factors when case complexity was high. Conclusion The decision-making strategies of experts stayed the same across the two cases, whereas the novices exhibited mixed strategies. Application By modeling the decision-making strategies of experts and novices, this study builds a foundation for development of an automated decision-support tool for prosthetic prescription, advancing novice training, and amputee care.