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Teachers' spatial behaviours in the classroom can strongly influence students' engagement, motivation and other behaviours that shape their learning. However, classroom teaching behaviour is ephemeral, and has largely remained opaque to computational analysis. Inspired by the notion of Spatial Pedagogy, this paper presents a system called 'Moodoo' that automatically tracks and models how teachers make use of the classroom space by analysing indoor positioning traces. We illustrate the potential of the system through an authentic study with seven teachers enacting three distinct learning designs with more than 200 undergraduate students in the context of science education. The system automatically extracts spatial metrics (e.g. teacher-student ratios, frequency of visits to students' personal spaces, presence in classroom spaces of interest, index of dispersion and entropy), mapping from the teachers' low-level positioning data to higher-order spatial constructs. We illustrate how these spatial metrics can be used to generate a deeper understanding of how the pedagogical commitments embedded in the learning design, and personal teaching strategies, are reflected in the ways teachers use the learning space to provide support to students.

The learning analytics community has matured significantly over the past few years as a middle space where technology and pedagogy combine to support learning experiences. To continue to grow and connect these perspectives, research needs to move beyond the level of basic support actions. This means exploring the use of data to prove richer forms of actions, such as personalized feedback, or hybrid approaches where instructors interpret the outputs of algorithms and select an appropriate course of action. This paper proposes the following three contributions to connect data extracted from the learning experience with such personalized student support actions: 1) a student--instructor centred conceptual model connecting a representation of the student information with a basic set of rules created by instructors to deploy Personalized Learning Support Actions (PLSAs); 2) a software architecture based on this model with six categories of functional blocks to deploy the PLSAs; and 3) a description of the implementation of this architecture as an open-source platform to promote the adoption and exploration of this area. Notes for practice include the following: (1) The report draws on research findings related to the effect of personalized feedback on student satisfaction and academic performance (Pardo, Jovanovic, Dawson, Gaševic, & Mirriahi, 2018); (2) The main contribution is the description of the design and implementation of an open source platform for researchers and practitioners to connect data with personalized learning support actions; (3) The area of learning analytics needs tools such as the one described in this document to serve as a vehicle to exchange insights among researchers and practitioners; and (4) This is an example of the note for practice and research.

The directional feature of Earth's geomagnetic field has been contributing to the technological development and prosperity of humankind since the invention of the magnetic compass navigation centuries ago. Today, for instance, magnetoresistance sensors are commonly used in nanosatellites and unmanned aerial vehicles for high accuracy geomagnetic field-based navigation and mineral survey exploration.

The term "Classroom Proxemics" refers to how teachers and students use classroom space, and the impact of this and the spatial design on learning and teaching. This study addresses the divide between, on the one hand, substantial work on proxemics based on classroom observations and, on the other hand, emerging work to design automated feedback that helps teachers identify salient patterns in their use of the classroom space. This study documents how digital analytics were designed in service of a senior teacher's practice-based inquiry into classroom proxemics. Indoor positioning data from four teachers were analysed, visualized and used as evidence to compare three distinct learning designs enacted in a physics classroom. This study demonstrates how teachers can make effective use of such visualizations, to gain insight into their classroom practice. This is evidenced by (a) documenting teachers' reflections on visualizations of positioning data, both their own and that of peers and (b) identifying the types of indicator (operationalized as analytical metrics) that foreground the most useful information for teachers to gain insight into their practice.

In the context of future of academic librarianship terms such as "blended" and "embedded" librarian have been used to describe emerging greater levels of involvement within the universities enterprise. Simultaneously new pedagogical approaches are being developed towards more authentic and engaging learning experiences. This case study documents the redevelopment of an undergraduate course supported by librarian leadership to deliver more engaging and authentic assessment tasks culminating in a library published peer-reviewed eJournal. It provides exemplars of 'new' librarian roles including co-teacher, publisher and communications expert, while also demonstrating the effective integration of professional graduate attributes into academic curriculum.

The real power of calculus is revealed when it is applied to actual physical problems. In this paper, we present a calculus inspired physics experiment suitable for high school and undergraduate programs. A model for the theory of the terminal velocity of a falling body subject to a resistive force is developed and its validity tested in an experiment of a falling magnet in a column of self-induced eddy currents. The presented method combines multiple physics concepts such as 1D kinematics, classical mechanics, electromagnetism and non-trivial mathematics. It offers the opportunity for lateral as well as project-based learning.

Research has been conducted on the phosphorus-carbon bond cleavage. The conditions that influence this cleavage in the reaction of Ph (sub)2 P(CH (sub)2) (sub)2 -PPh (sub)2 with lithium in THF have been investigated.

The synthesis of a new solvent pendant complex, tetrahydrofurfurylcyclopentadienyl molybdenum tricarbonyl dimer, has been undertaken. The compound was observed to generate an odd-electron complex when metal-metal bond undergoes homolysis under photochemical or electrochemical conditions. Cyclic voltammetry reveals the existence of a dynamic equilibrium process that is responsible for the formation of an intramolecular 19-electron or a bare 17-electron complex.