Construction Safety during Pandemics: Learning from the Xinjia Express Hotel Collapse during COVID-19 in China

Many construction accidents occur in China each year, leading to a large number of deaths, injures, and property losses. Due to the outbreak of COVID-19, little attention is paid to construction safety, resulting in severe accidents. To prevent construction accidents and learn to how address safety issues in future pandemics, this study proposed an improved STAMP (Systems Theoretic Accident Modeling and Processes) model to analyze the collapse accident of the Xinjia Express Hotel used for COVID-19 quarantine in China. Through the application of the STAMP approach, the causes of the construction accident and the relationship between various causal factors are analyzed from a systematic perspective. The identified causes are divided into five categories: contractors, management of organizations, technical methods, participants, and interactive feedback. Finally, safety recommendations are drawn from this study to improve construction safety and safety management in pandemics.

From Learning Literature to Online Holistic Education

This study utilizes the literature education section of an online holistic environment to: (1) develop a literature education survey based on Miller’s (2007) theory of holistic education, (2) explore the effect of students’ holistic learning through online literature immersion, and (3) inquire about students’ holistic development through literature appreciation. Eight hundred twenty two college students were involved in the online literature-related activities. With qualitative and quantitative data collection, the study analyzes online literature and poetry, interactive feedback and reflection, and a survey questionnaire. The study’s content analysis discovers how students’ literature works are distributed into Miller’s three principles of holistic education and their extensive subthemes. Confirmatory factor analysis results suggest the survey instrument captured e-HO’s literature education module’s holistic impact. The discussion and limitations for online literature education from a holistic education perspective are also provided to guide future research

A Study on the Teaching Method for Academic Writing through Interactive Feedback

Interactive feedback refers not to the unidirectional feedback given by a professor, but rather to responsive feedback is provided as response the student’s self statement on their own writing, regarding his or her their intentions as an author and their writing process. It allows students to accept feedback as conversation and communication with readers within the academic community, rather than as a modification demand or justification of evaluation from the professor. Students can experience feedback request and constructive application of the feedback in their writing as a useful writing strategy. Professors also can provide effective and efficient writing guidance and advice by identifying their students’ writing intentions and concerns in advance. This study examined the theory and overseas examples of practiced interactive feedback, constructed post-writing activities and feedback process that can be implemented in class, and then demonstrated them in writing courses of university. As a result, this study confirmed that students experience the writing process in a more communicative manner through interactive feedback.

Using Padlets as E-Portfolios to Enhance Undergraduate Students’ Writing Skills and Motivation

Despite the increasing support for the use of e-portfolios, research on its utility is just beginning to emerge. In terms of the current study, 200 students were asked to create digital portfolios with Padlet, share their e-portfolios via their Virtual Learning Platform (VLE), and ask for peer and lecturer feedback every time they completed a written task. Using a diagnostic test and their final assignment, students had to write a reflective report at the beginning and the end of an academic term. They also interacted every week using a forum created by their lecturer to enhance collaboration and peer support. At the end of each interactive feedback session, they had to reflect on their work and the feedback they received and post their self-reflections on the forum. Findings indicated that students managed to improve their writing performance significantly and enhance their motivation towards writing and learning in general due to this innovative alternative assessment method. This was evident from their final reflective reports, their focus group discussions, and the anonymous feedback they provided through Mentimeter. Students reported that they enjoyed this interactive experience which was both engaging and rewarding. However, students expressed their wish for more support when using IT tools and e-portfolios and asked to be guided to develop their writing and reflective skills and engage even more with their e-portfolios.

Resilience: The Power of Interactive Life

Chapter 2 examines the heuristic of ‘Resilience’, through which island ontologies have been most obviously adopted by mainstream academic and policy-thinking. Resilience is conceptualised here as an analytical field through which islands have emerged in postmodern framings of governance, as an alternative to linear thinking about progress and sustainability in the Anthropocene. Resilience seeks to capture the art of adaptation or of adaptive change. Working with islands has been significant to the rise of Resilience thinking because islands are imagined to have powers of creative and productive differentiation and individuation, faced with unprecedented changes and challenges. The chapter also turns to the work of Charles Darwin, and the power he attributed to islands as powerful, adaptative, differentiating ‘engines’ for life itself. Island life has become a high-profile symbol of non-linear emergence and diversification as islands are seen to enable contexts to intensify and magnify interactive feedback effects as well as acting as a baseline for understanding ‘vulnerability and resilience’, relational contingencies and ‘system effects’ that cannot be accessed directly by way of modern frameworks of reasoning. The island, as an important figure for working through the central problematic of relational entanglements, makes it particularly generative and productive for Resilience thinking in the Anthropocene.

Interactive Feedback for Learning Mathematics in a Digital Learning Environment

The COVID-19 pandemic has evidenced a need for tools and methodologies to support students’ autonomous learning and the formative assessment practices in distance education contexts, especially for students from challenging backgrounds. This paper proposes a conceptualization of Interactive Feedback (IF) for Mathematics, which is a step-by-step interactive process that guides the learner in the resolution of a task after one or more autonomous tentative. This conceptualization is grounded on theories and models of automatic assessment, formative assessment, and feedback. We discuss the effectiveness of the IF for engaging students from low socio-economic contexts in closing the gap between current and reference performance through a didactic experimentation involving 299 Italian students in grade 8. Using quantitative analyses on data from the automatic assessment, we compared the results of the first and last attempts in activities with and without IF, based on algorithmic parameters so that the task changes at every attempt. We found that IF was more effective than other kinds of activities to engage learners in actions aimed at improving their results, and the effects are stronger in low socio-economic contexts.

Developing computer-assisted formative feedback in the light of resource theory: A case on heat concept

Every student needs feedback to understand a scientific concept deeply. However, with a large number of students in each class, individual feedback is a challenge for teachers in Indonesia. Although there have been many studies conducted to maximize the giving of personal feedback, studies conducted by ensuring the consistency of a student's knowledge of a concept before providing feedback are rarely disclosed. This study aims to develop computer-assisted formative feedback (CAFF) based on students’ cognitive resources. Besides, this study also intends to determine student perceptions related to the use of CAFF. This current study involved two experts as advisers in the development process and 31 high school students who acted as participants in the pilot phase. CAFF could identify the students’ cognitive resources and then provided interactive feedback to students based on it. Therefore, it will be beneficial to associate students’ prior knowledge with scientific concepts. Instead of giving feedback by showing whether or not students' answers are correct, displaying the exact concept text, or providing general instructions to the right concept, CAFF presents feedback by showing students' cognitive resources then followed by the interactive explanation associated with specific cognitive resources. Students shared positive perceptions about the program. Cognitive resource diagnoses and forms of feedback in the CAFF model can be further developed on more nuanced topics.

Literature Review on the Analysis of Motivational Elements and Gamification Content in Creating Semantic Barriers

The study aims to examine the development of literature highlights related to motivational elements and gamification content in the implementation of gamification which indirectly creates semantic barriers. A total of 11 local and international literature were examined based on Literature Review Inventory (IVS), which was built on ARCS Model founded by John Keller (2010), consisting of 4 important elements: attention, relevant, confidence and satisfaction as well as referring to Content Gamification Model by Karl M. Kapp et Al (2014) which consist of 7 elements: story, challenge, curiosity, character, interactive, feedback and freedom to fail. Both models focused on four (4) teaching and learning motivational factors in gamification as well as in the aspects of gamification content which are the basic backup in fulfilling the teaching and learning based on gamification. The findings discovered that the main relationship between semantic barrier and gamification process was through meanings with an attempt to deliver the design and implementation of gamification. Barriers of meaning which occur could be the result of some semantic aspect: the barrier of an understanding of motivational concept in gamification based on ARCS Model, gamification elements such as point, badges, levels, leader boards, challenges, reward, on boarding and engagement loops as well as the concept of the fun and implementation of gamification design. This study is important in the effort to expose various constraints and obstacles in the gamification process which needs to be given the attention though the method is interactive and entertaining in nature.

Interactive Sequential Basket Recommendation by Learning Basket Couplings and Positive/Negative Feedback

Sequential recommendation , such as next-basket recommender systems (NBRS), which model users’ sequential behaviors and the relevant context/session, has recently attracted much attention from the research community. Existing session-based NBRS involve session representation and inter-basket relations but ignore their hybrid couplings with the intra-basket items, often producing irrelevant or similar items in the next basket. In addition, they do not predict next-baskets (more than one next basket recommended). Interactive recommendation further involves user feedback on the recommended basket. The existing work on next-item recommendation involves positive feedback on selected items but ignores negative feedback on unselected ones. Here, we introduce a new setting— interactive sequential basket recommendation , which iteratively predicts next baskets by learning the intra-/inter-basket couplings between items and both positive and negative user feedback on recommended baskets. A hierarchical attentive encoder-decoder model (HAEM) continuously recommends next baskets one after another during sequential interactions with users after analyzing the item relations both within a basket and between adjacent sequential baskets (i.e., intra-/inter-basket couplings) and incorporating the user selection and unselection (i.e., positive/negative) feedback on the recommended baskets to refine NBRS. HAEM comprises a basket encoder and a sequence decoder to model intra-/inter-basket couplings and a prediction decoder to sequentially predict next-baskets by interactive feedback-based refinement. Empirical analysis shows that HAEM significantly outperforms the state-of-the-art baselines for NBRS and session-based recommenders for accurate and novel recommendation. We also show the effect of continuously refining sequential basket recommendation by including unselection feedback during interactive recommendation.