Only connect: teaching, technology and telesis

Abstract This paper describes an approach to the design of interactive multimedia materials being developed in a European Community project. The developmental process is seen as a dialogue between technologists and teachers. This dialogue is often problematic because of the differences in training, experience and culture between them. Conditions needed for fruitful dialogue are described and the generic model for learning design used in the project is explained.     

Practice characteristics that lead to 21st century learning outcomes

Abstract The key research question for this study was to ask whether or not innovative teaching practices would lead to the development of learning outcomes essential for preparing the younger generation for the challenges of life in the knowledge society of the 21st century, and if so, how are the pedagogical features related to the different learning outcomes. Preliminary analyses of the case study data collected from the SITES M2 Study in Hong Kong reveal that where the development of more significant learning gains were observed, the cases possess characteristics additional to the criteria defined in the Study for selection of innovation. More importantly, it was found that the impact of the pedagogical practices was not determined simply by the aggregation of characteristics of the practices per se , nor on the technologies used, but on whether 'empowerment' permeates the curriculum goal and process. Further, this paper claims that these affective and socio-cognitive learning outcomes are more important as preparation for lifelong learning in the 21st century than 'knowledge management competencies'.     

CAL delivery selection criteria and authoring systems

Abstract  In the past, authoring systems have been used to generate computer-assisted learning materials that have often followed the rather restrictive programmed learning format. A number of innovative ways of using recently developed systems to develop CAL packages that include a wider range of learning activities (access to data bases, simulations, interactive video, etc.) are described. Analogous to the concept of a media selection model, a computer delivery mode selection model is presented as an aid to decision making for designers. This increase in flexibility should broaden the applicability of computerassisted learning (CAL) to a wider range of educational objectives and raise the level of the cognitive emphasis in learning packages, as well as facilitate the implementation of visually appealing materials. The paper also implies a standard of acceptability for authoring systems.     

Exploring teachers' perceptions on different CSCL script editing tools

Despite the apparent maturity of the learning design field, and the variety of tooling available to support it, adoption among the teacher community (one of its alleged main targets) is still low. There is a lack of research on teachers' perception and use of different technological learning design tools, as existing evaluations are often restricted to a single tool. In order to explore whether there are common factors hampering teacher adoption, and which tool features might appeal to different teachers, more studies involving multiple authoring tools are needed. This paper provides a first step in this direction, describing a mixed methods study performed around a professional development workshop with 18 university teachers from multiple disciplines. This workshop exposed teachers to two different authoring tools (WebCollage and EDIT2), as they learned to create computer-supported collaborative learning (CSCL) designs and implement them. The findings of our interpretive study (which included questionnaires, observations, or group discussion recordings) support the idea that there is no single tool or set of features that are globally perceived as better, although our evidence also highlights certain factors as important for participant teachers – amongst others, the integration of learning designs with the ICT platforms for enactment, as well as with other tools that they already use in their everyday practice.     

Recommending suitable learning scenarios according to learners’ preferences: An improved swarm based approach

The paper presents a new approach for recommending suitable learning paths for different learners groups. Selection of the learning path is considered as recommendations to choosing and combining the sequences of learning objects (LOs) according to learners’ preferences. Learning path can be selected by applying artificial intelligence techniques, e.g. a swarm intelligence model. If we modify and/or change some LOs in the learning path, we should rearrange the alignment of new and old LOs and reallocate pheromones to achieve effective learning recommendations. To solve this problem, a new method based on the ant colony optimisation algorithm and adaptation of the solution to the changing optimum is proposed. A simulation process with a dynamic change of learning paths when new LOs are inserted was chosen to verify the method proposed. The paper contributes with the following new developments: (1) an approach of dynamic learning paths selection based on swarm intelligence, and (2) a modified ant colony optimisation algorithm for learning paths selection. The elaborated approach effectively assist learners by helping them to reach most suitable LOs according to their preferences, and tutors – by helping them to monitor, refine, and improve e-learning modules and courses according to the learners’ behaviour.     

JITL-based concentration control for semi-batch pH-shift reactive crystallization of l-glutamic acid

Although concentration control (C-control) strategy has been shown to give effective and robust control performance for batch cooling and semi-batch antisolvent crystallizations in recent years, no research work was reported concerning the potential application of conventional C-control for the more challenging semi-batch pH-shift reactive crystallization that is common in the process industries. To this end, this paper presents detailed analysis to find out that it is not feasible to apply the C-control to semi-batch pH-shift reactive crystallization. To circumvent this problem, a variant of C-control strategy by incorporating the Just-in-Time Learning (JITL) method to cope with strong process nonlinearity inherent in the pH-shift reactive crystallization is developed in this paper. Simulation results are presented to illustrate the proposed design and a comparison with conventional optimal control is made.     

大学英语课堂教学中合作学习有效性探讨

合作学习已经越来越多的被大学教师引入到英语教学中。文章探讨了合作学习中遇到的问题,分析合作学习受阻的原因,提出解决问题的对策。     

独立学院学生计算机基础学习兴趣的培养

独立学院计算机基础课程教学多会出现学生学习兴趣不浓的问题,结合计算机基础的课程特点,分析目前计算机基础教学的现状,阐述学生学习兴趣不浓的原因,经教学实践提出增强学生学习兴趣的若干方法,为提高学生计算机基础课程学习兴趣提供新的思路。     

基于模糊RBF神经网络的换热器建模

针对换热器的复杂非线性特征,利用一种模糊RBF神经网络结构,对其网络学习算法进行部分改进,并用于解决换热器的建模问题。采用模糊RBF神经网络不仅符合人的思维推理方式,也提高了神经网络的学习泛化能力,在改进的学习算法中通过学习率的值的不断变化和添加动量项,可以使学习速度加快,提高了辨识换热器模型的准确性。通过与传统的学习算法的仿真比较,验证了所提出的改进学习算法在辨识精度和稳定性方面具有更好的效果。     

基于Blending Learning的Access数据库教学模式探索

传统教学方法与建构主义理论都片面强调教师或学生的绝对主体地位,而Blending Learning则体现了两种精神的有机结合。本文将Blending Learning的思想应用于Access数据库教学过程,在课堂教学环节、实验实践环节和网络学习环节进行了教学模式的改革,突出了教师主导和学生主体地位并重的理念。