“感知与人机交互”教学实践与PBL模式探索

机器人工程是在国家新工科发展战略背景下为了适应机器人专业人才需求而新近创建的专业。本文依托东南大学机器人工程专业教学体系，介绍了“感知与人机交互”课程的教学实践，探索了PBL教学模式在本门课程中的应用。具体介绍了课程教学内容设置、PBL教学方案例设计及存在问题分析等，可为自动化类机器人工程专业的相关课程教学实践提供参考。     

数字电子技术实验“线上-线下混合”教学改革

在“移动互联网+课堂”的大势趋动下,针对现在“数字电子技术实验”教学存在的教学模式落后,教学手段单一,教学内容简单、以及考核不够全面等问题,借助超星泛雅 “一平三端”平台进行“线上-线下混合教学”改革。通过课前发布任务、课中有效组织课堂活动、课后发布作业、统计数据和教学反思进行。实践表明：该方法提高了学生的自主学习能力,并且增强了教师对学生学习情况的动态跟踪和过程性指导,同时也让课堂教学更有效,教学评价方式更有针对性、更精准,最终达到知识、技能和情感态度价值观的培养。     

基于ELM的英语教学质量评价研究

对英语教学质量实施科学化的评价关系到英语教学质量的提升,为减少主观因素的影响,本文提出一种ELM的教学质量评价方法,该种方法将可以在很大程度上提高教学质量评价的精度。对影响英语教学质量的12个指标进行打分,以此作为ELM的输入,同时将英语教学质量的综合得分作为ELM的输出。评价结果表明,基于EIM的英语教学质量评价结果比SVM、BP具有了很大程度的提升,为实施英语教学质量的评价提供了参考。     

Hypervariate constitutive modeling illustrated via aleatory uncertainty in a foundation model

Even if a ceramic's homogenized properties (such as anisotropically evolving stiffness) truly can be predicted from complete knowledge of sub-continuum morphology (e.g., locations, sizes, shapes, orientations, and roughness of trillions of crystals, dislocations, impurities, pores, inclusions, and/or cracks), the necessary calculations are untenably hypervariate. Non-productive (almost derailing) debates over shortcomings of various first-principles ceramics theories are avoided in this work by discussing numerical coarsening in the context of a pedagogically appealing buckling foundation model that requires only sophomore-level understanding of springs, buckling hinges, dashpots, etc. Bypassing pre-requisites in constitutive modeling, this work aims to help students to understand the difference between damage and plasticity while also gaining experience in Monte-Carlo numerical optimization via scale-bridging that reduces memory and processor burden by orders of magnitude while accurately preserving aleatory (finite-sampling) perturbations that are crucial to accurately predict bifurcations, such as ceramic fragmentation.     

MOOC study group: Facilitation strategies,influential factors,and student perceived gains

“Join a Meetup Group” (face-to-face study group) has been propagated by Coursera to build rapport and provide mutual support among MOOC learners; however, studies remain scant regarding its effectiveness and sustainability. This interpretive case study documents our facilitation process, key influential factors, as well as student perceived gains in a six-week MOOC study group. Data sources include discussion recordings, end-of-course interviews, goal setting sheets, weekly reflection journals, and researchers' observation notes. Results showed that, cognitively, participants broadened their perspective of thinking, raised cultural awareness, and shared many learning strategies. Affectively, they established a strong sense of community and gained motivation for learning. Participants also increased action tendencies toward trying out Coursera functions, new courses, and learning strategies, and they became more cognizant of the benefits and procedures of the MOOC study group. Our findings suggest that, with proper design and facilitation, face-to-face study group would be a practicable and effective approach to leverage MOOC students' motivation, engagement, and deeper learning. Implications are discussed in terms of potential gains, challenges, key influential factors, as well as future design and implementation of MOOC study groups.     

Professional design of chemical plants based on problem-based learning on a pilot plant

This work describes a novel teaching methodology and its application in a subject framed in the last course of the master’s degree in Chemical Engineering at the University of Seville. The main aim consists of promoting a way to facilitate professional practice in this field to the students. Authors also aim at guiding the transition to the new learning requirements demanded by the European Higher Education Area (EHEA).The novel methodology is based on the development of a detailed design of a pilot plant that can be further evaluated by the students themselves. Students are also allowed to run experiments at the facility and carry out several standard tests to verify the quality of the results of their works. The novelty of this proposal consists of incorporating a real installation available in our department to drive new learning methodologies applied in Chemical Engineering curricula. The methodology is distributed across several tasks: training (self-learning), project execution and supervision, comparison with a real installation and pilot plant experiences. The application of the proposed teaching methodology provided quality didactic material production, high satisfaction of the students with the new learning approach and the fact that they gained practical experience at industrial scale.     

Complexities of digital technology use and the teaching and learning of function

Many argue that digital technologies have the potential to enhance the teaching and learning of mathematics. However, the availability of technology is not sufficient to realise this potential. The study reported takes a detailed approach to investigate the utility of the particular offerings of the available technologies in the teaching and learning of a specific area of mathematics, functions. Sixteen affordances identified in the data are described. The complexity of the process involved in resolving a situation where particular affordances would be useful so as they are perceived and enacted is detailed. Finally, a grounded theory framework arising from the data analysis from this study that can be used to explain, predict and guide action in other digital environments is presented.     

Secondary school educators' perceptions and practices in handling cyberbullying among adolescents: A cluster analysis

School educators play an important role in cyberbullying management. Since scarce earlier research indicated low perceived competence of school educators in handling cyberbullying, more insight is needed in what determines their actions and how to improve these practices. This study assessed school educator practices, their perceptions and context factors from a behavior change theoretical framework, and investigated educator clusters related to this. An online survey was conducted among 451 secondary school educators (teachers, principals, school counselors). School educators mostly used recommended actions (i.e. conversations with pupils, enlisting professionals for support, parental involvement, providing supportive victim advice). Four educator clusters were identified: ‘referrers’ (65%), ‘disengaged’ educators (14%), ‘concerned’ educators (12%) and ‘use all means’ educators (9%). The first two clusters were less adept at handling cyberbullying and comprised mostly teachers, particularly indicating a need for training teachers. Our findings show a need for tailored educator training, e.g. by job position, gender, school size and grade. The behavior change theoretical framework can help target educators' particular needs.     

诊改视域下师生课堂互动行为研究

提升教学质量是高职院校人才培养工作的永恒主题。在信息化时代的今天,信息技术的融合为课堂教学的诊断与评估提供了新的视角。本文在弗兰德斯互动分析理论(FIAS)基础上,基于应用软件,对高校师生课堂互动行为进行研究。自动生成合理的分析报告,可为教师提升教学能力提供反思和改进的依据,帮助教师在教学过程中发现问题并及时诊改。     

微机原理与接口技术课程的实验教学改革

基于仰恩大学实验室新购DVCC32-JHP型微机原理与接口技术实验平台,本文探索了微机实验课程教学改革,提出改进措施,让学生充分进行面向实际应用的实验和设计研究,有助于提高微机实验课程的教学效果,达到育人的目的。