With digital equipment becoming increasingly networked, either on wired or wireless networks, for personal and professional use alike, distributed software systems have become a crucial element in information and communications technologies. The study of these systems forms the core of the ARLES' work, which is specifically concerned with defining new system software architectures, based on the use of emerging networking technologies. In this context, we concentrate on the study of distributed systems which bring to life the vision of ubiquitous computing systems, also known as ambient intelligence.

반도체 공정 overview

Traditional engineering instruction is deductive, beginning with theories and progressing to the applications of those theories Alternative teaching approaches are more inductive Topics are introduced by presenting specific observations, case studies or problems, and theories are taught or the students are helped to discover them only after the need to know them has been established This study reviews several of the most commonly used inductive teaching methods, including inquiry learning, problem-based learning, project-based learning, case-based teaching, discovery learning, and just-in-time teaching The paper defines each method, highlights commonalities and specific differences, and reviews research on the effectiveness of the methods While the strength of the evidence varies from one method to another, inductive methods are consistently found to be at least equal to, and in general more effective than, traditional deductive methods for achieving a broad range of learning outcomes

Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases

We compared the amounts of learning achieved using two different instructional approaches under controlled conditions. We measured the learning of a specific set of topics and objectives when taught by 3 hours of traditional lecture given by an experienced highly rated instructor and 3 hours of instruction given by a trained but inexperienced instructor using instruction based on research in cognitive psychology and physics education. The comparison was made between two large sections (N = 267 and N = 271) of an introductory undergraduate physics course. We found increased student attendance, higher engagement, and more than twice the learning in the section taught using research-based instruction.

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Improved learning in a large-enrollment physics class.

Supporting Online Material for Improved Learning in a Large-Enrollment Physics Class

Engineering education research (EER) has been on the fast track since 2004 with an exponential rise in the number of Ph.D.s awarded and the establishment of new programs, even entire EER departments. The National Research Council’s Discipline-Based Education Research (DBER) report (National Research Council, 2012) captures the state-of-the-art advances in our understanding of engineering and science student learning and highlights commonalities with other science-based education research programs. The DBER report is the consensus analysis of experts in undergraduate education research in physics, chemistry, biology, geosciences, astronomy, and engineering. The study committee, chaired by Susan Singer, also included higher education researchers, learning scientists, and cognitive psychologists. A central aspect of the DBER report is the focus on and application of research in the education, learning, and social-behavioral sciences to science and engineering curricula design and teaching methods. Froyd, Wankat, and Smith (2012) identified five major shifts in engineering education in the past 100 years: 1. A shift from hands-on and practical emphasis to engineering science and analytical emphasis 2. A shift to outcomes-based education and accreditation 3. A shift to emphasizing engineering design 4. A shift to applying education, learning, and social-behavioral sciences research 5. A shift to integrating information, computational, and communications technology in education

Discipline-Based Education Research: Understanding and Improving Learning in

The Brief Electricity and Magnetism Assessment (BEMA), developed by Chabay and Sherwood, was designed to assess student understanding of basic electricity and magnetism concepts covered in college-level calculus-based introductory physics courses. To evaluate the reliability and discriminatory power of this assessment tool, we performed statistical tests focusing both on item analyses (item difficulty index, item discrimination index, and item point biserial coefficient) and on the entire test (test reliability and Ferguson's delta). The results indicate that BEMA is a reliable assessment tool.

https://link.aps.org/pdf/10.1103/PhysRevSTPER.2.010105

Evaluating an electricity and magnetism assessment tool: Brief electricity and magnetism assessment

This paper introduces five commonly used approaches to analyzing multiple-choice test data. They are classical test theory, factor analysis, cluster analysis, item response theory, and model analysis. Brief descriptions of the goals and algorithms of these approaches are provided, together with examples illustrating their applications in physics education research. We minimize mathematics, instead placing emphasis on data interpretation using these approaches.

/pdf/approaches-to-data-analysis-of-multiple-choice-questions-4tuyovlbc2.pdf

Approaches to Data Analysis of Multiple-Choice Questions.

Comparisons of Chinese and U.S. students show that content knowledge and reasoning skills diverge.

/pdf/learning-and-scientific-reasoning-4ktqqgrsd6.pdf

Learning and Scientific Reasoning

Picture your favorite restaurant. Which aspects make it a relaxing, comfortable environment? What if you could take those aspects and apply them to a classroom? Imagine students seated at round tables, discussing physics while “waiters” (the course instructors) bounce around among the tables, asking questions. In fact, many such classrooms are now in operation across the country, and studies are showing major benefits over traditional lecture settings. Over the years, quite a few pedagogical advances have been demonstrated to work effectively (see Figure 1). The common factor in most of them is interaction. However, economics at large universities simply require that classes have large enrollment to be sustainable. The SCALEUP (Student-Centered Activities for Large Enrollment for Undergraduate Programs) project was developed to implement reforms designed for small classes into large physics classes. Notwithstanding its specific initial motivation, the SCALE-UP learning environment is general in terms of both class size and discipline. Over 50 schools across the country, ranging from Wake Technical Community College to Massachusetts Institute of Technology (MIT), have adopted it for classes of various sizes. SCALEintended as a support mechanism to help students outside of class and are periodically changed to ensure optimal effectiveness (Heller and Hollabaugh 1992). In front of each student is a nametag, held in place with an aluminum name block (see Figure 4; later in this article we will describe an activity using these). The nametags are always prominently displayed so that no student can remain anonymous. In a SCALE-UP classroom, it is impossible for a student to hide; the design of the room prohibits students from choosing a seat in the middle of a row or in the back of the class. Students are accessible to the instructors and to each other, and any student can be asked to present work at any time. This promotes individual accountability while enhancing personal interaction among students and with the instructors (Johnson, Johnson, and Smith 1991). Also shared by each group is a computer connected to the internet and loaded with course-relevant software. The instructor’s computer is able to observe and, if necessary, control students’ computers to prevent distraction. While computers are quite helpful if present, SCALE-UP can be run without them. Located on all walls of the classroom are whiteboards; additional personal whiteboards are distributed as needed. These whiteboards are Scaling Up Education Reform

Scaling up Education Reform.

Peer Instruction improves student attitudes and beliefs about physics and learning physics.

Lin Ding

Papers

Evaluating an electricity and magnetism assessment tool: Brief electricity and magnetism assessment

Approaches to Data Analysis of Multiple-Choice Questions.

Learning and Scientific Reasoning

Scaling up Education Reform.

Peer Instruction in Introductory Physics: A Method to Bring about Positive Changes in Students' Attitudes and Beliefs.