How indirect supportive digital help during and after solving physics problems can improve problem-solving abilities

This study investigates the effectiveness of computer-delivered hints in relation to problem-solving abilities in two alternative indirect instruction schemes. In one instruction scheme, hints are available to students immediately after they are given a new problem to solve as well as after they have completed the problem. In the other scheme, hints are only available as worked out problems after students have finished their solution. The instruction schemes are supplied by means of a web-based program, Physhint, which supports the development of strategic knowledge [Pol, H. J., Harskamp, E. G., & Suhre, C. J. M. (2008). The effect of the timing of instructional support in a computer-supported problem-solving program for students in secondary physics education. Computers in Human Behavior, 24, 1156–1178]. This program supports novice problem solvers while undertaking physics problems concerned with forces by providing hints structured in accordance with Schoenfeld’s episodes [Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching (pp. 224–270). New York: McMillan Publishing].     

Development and evaluation of a 3D mobile application for learning manual therapy in the physiotherapy laboratory

Teaching manual therapy is one of the most relevant issues in a physiotherapy course. However, knowledge of anatomy is considered fundamental for an effective instruction of this topic. Students should be able to refresh this knowledge while practicing manipulative techniques in the teaching laboratory in an efficient way.In this paper, we present a novel anatomy learning application for mobile devices and describe the successful embedding of such tool into a practical manual therapy course in a laboratory. This application provides students with interactive 3D visualizations of medical imaging on easy-to-carry hand-held devices.We also report two evaluations of this tool. The first one was conducted to evaluate the students' and professors' grade of satisfaction when using our tool. The second one was carried out to determine whether the tool has better learning outcomes than standard methods of teaching anatomy.Students and professors rated the proposed m-learning tool very positively. We also found significant relevance in learning outcomes through the use of this tool. We can conclude that the developed application could be a useful tool for studying manual therapy, and that it could be integrated into the existing physiotherapy curricula.     

基于“四轮驱动模式”的大学生创新能力培养模式研究与实践

立德树人是高校的根本使命。本科阶段是科研创新型人才培养的关键时期，而学科竞赛是提高本科生科研创新能力、培养创新型人才的重要环节。基于中国矿业大学力学与土木工程学院的多年实践经验，提出了以“学科竞赛+课程建设+大创项目+制度保障”四轮驱动模式的大学生创新能力培养模式，多层次、递进式地培养大学生的创新实践能力，也能够有效鼓励学生个性化发展，促使人才培养质量从“单一型、封闭型、知识灌输型”向“复合型、开放型、能力创新型”转化，真正树立起开拓创新的科学理念，最终达到“知识和技能传授”与“科研创新素质培养”并重的教学目的。     

Multiple peer-assessment modes to augment online student question-generation processes

In view of the current theoretical and empirical support for a student-generated questions approach to learning along with the advantageous features of network technology, several online student question-generation learning systems with a peer-assessment component have been developed. Despite this, all existing systems are limited in terms of the types of communication modes permissible for peer-assessment. Online discourse experience and the quantity and quality of interaction may vary as a result of the specific interaction mode students are exposed to. Because of this and the fact that versatile learning spaces are both possible and potentially desirable during the various stages of learning and teaching, multiple peer-assessment modes were created, and the overall attitudes of learners toward peer-assessment as well as their preferences toward respective peer-assessment modes were examined. The collected data confirmed the perceived usefulness of peer-assessment for developing higher-order thinking and cognitive elaboration. Support was demonstrated for student question-generation activities, for which learners typically have limited prior experience. Additionally, in light of the apparent overwhelming preference for and superiority of the more interactive two-way and multi-way modes over the one-way mode and the perceived learning potential of these modes, it is suggested that designers of similar systems should consider their inclusion. Finally, even though multi-way learning was found to be both the preferred and most supportive mode for learning, students also revealed distinct reasons for their preferences for respective interaction modes. In general, these reasons supported the premise that multiple peer-assessment modes are needed in order to accommodate individual preferences and needs. Suggestions and implications for instructional implementation, system development, and future studies are offered.     

Promoting reading comprehension with the use of technology

The research presented here explores the impact of two web-based applications (an interactive, multimedia literacy software and a digital process portfolio) on early elementary students' reading comprehension. Two studies were conducted during the 2010–2011 and the 2011–2012 school years, targeting 26 teachers from elementary schools (grades 1–2), and their students (N = 517) from six English school boards in Quebec, Canada. Analyses of covariance showed that students using both tools performed significantly better (p < .001) compared to controls in reading and written expression as measured by standardized tests.     

Beurteilungskriterien für sicherheitstechnische Prüfungen

Methods are presented which enable one to assess and compare the hazard potentials of different technical installations without the necessity of a detailed technical plant analysis. The basis is the energy content of the installation. In the case that energies with different impact mechanisms, e.g., pressure and heat, are to be compared, the probit method is used. In addition, the expected frequency of occurrence is included in the assessment. This is an approach which is already used in neighboring countries. It is foreseeable that it will gain importance in Germany as well. In the case of elevators the predator‐prey model is used to analyze the time series of accidents. The influence of errors in inspection and maintenance is put into evidence by comparison with the SIL classification.     

关于“产业技术创新战略联盟”——我的认识与理解

文章概述了在PcB中创建“产业技术创新战略联盟”的基本目的、要求和条件。     

Visual attention for solving multiple-choice science problem: An eye-tracking analysis

This study employed an eye-tracking technique to examine students’ visual attention when solving a multiple-choice science problem. Six university students participated in a problem-solving task to predict occurrences of landslide hazards from four images representing four combinations of four factors. Participants’ responses and visual attention were recorded by an eye tracker. Participants were asked to think aloud during the entire task. A 4 (options) × 4 (factors) repeated measures design, two paired t-tests and effect sizes analyses were conducted to compare the fixation duration between chosen and rejected options and between relevant and irrelevant factors. Content analyses were performed to analyze participants’ responses and think aloud protocols and to examine individual’s Hot Zone image. Finally, sequential analysis on fixated LookZones was further utilized to compare the scan patterns between successful and unsuccessful problem solvers. The results showed that, while solving an image-based multiple-choice science problem, students, in general, paid more attention to chosen options than rejected alternatives, and spent more time inspecting relevant factors than irrelevant ones. Additionally, successful problem solvers focused more on relevant factors, while unsuccessful problem solvers experienced difficulties in decoding the problem, in recognizing the relevant factors, and in self-regulating of concentration. Future study can be done to examine the reliability and the usability of providing adaptive instructional scaffoldings for problem solving according to students’ visual attention allocations and transformations in a larger scale. Eye-tracking techniques are suggested to be used to deeply explore the cognitive process during e-learning and be applied to future online assessment systems.     

依托国际合作办学提高人才培养质量的若干尝试

"卓越工程师计划"要求参与学校积极引进国外先进的工程教育资源和高水平的工程教师,积极组织学生参与国际交流。多年来,上海理工大学土木工程系与欧、美、澳等国多所高校建立合作办学关系,通过积极推进教学主体国际化、科研内容国际化及学生视野全球化的改革,推动了土木工程专业的教学改革,提升了教学水平,改进了教学理念,培养了一批具有国际视野、符合"卓越工程师"要求的优秀人才。     

突出质量行为监督努力提高工程质量

本文通过对质量行为与实体质量特点属性和影响工程质量因素的分析,提出“人”是影响工程质量五因素中最重要的因素、责任主体的不良质量行为是导致实体质量存在和发生问题的根源,进而提出必须突出对责任主体质量行为的监督,并运用“教育培训——覆盖全员,监督管理——贯穿全程,监督内容——务求全面,责任追究——严格有力”的监督管理措施和手段,以求更好地消除人为因素,有效控制质量行为,提高工程实体质量。