QNX实时操作系统及其应用分析

对QNX实时操作系统的发展历程、主要特点、最新技术和应用领域进行了概括性描述,对于QNX嵌入式用户界面和QNX多媒体解决方案等最新应用进行了分析。     

基于QNX的集散控制系统的网络故障诊断方法

本文给出了基于QNX的集散控制系统的网络故障诊断方法.先确定网卡驱动程序是否正确设置,然后检查几种硬件故障,最后分析系统配置.该方法解决了某啤酒公司集散控制系统的网络问题.     

基于QNX-Simulink的机器人创新实验平台研究

设计了一种基于QNX-Simulink的机器人实时控制平台。该平台采用基于模型的设计方法,通过Simulink进行机器人系统的可视化建模及控制算法编程;经过二次开发Matlab/RTW工具箱自动生成QNX控制代码;以TCP/IP方式进行数据通信,实现对机器人的实时控制。以灵巧手控制平台设计及其位置控制为例,该平台编程简单、调试方便、可移植性较好,仿真结果与实验结果误差趋势一致,证明了该平台的可行性。     

光电专业“卓越计划”实施探索

根据“卓越工程师培养计划”的目的和要求,结合“卓越工程师培养计划”通用标准、“卓越工程师培养计划”光电行业标准和“卓越工程师培养计划”学校培养标准,以我校与国际知名信息技术企业QNX、TI建立的光电应用联合实验室为平台,提出针对我校光电信息工程专业学生的培养目标、培养方案以及具体培养案例分析,通过此方案实施可以使学生掌握信息技术中最先进软、硬件技术并能熟练协同软硬件进行光电系统整体设计以提高学生光机电专业技术水平、创新能力和国际竞争力。     

新时期的生物学教学理论、方法及技术论——评《生物学教学理论、方法及技术》

文章从培养创新型人才的角度,对《生物学教学理论、方法及技术》一书进行了评述,指出该书体现了新颖性、实用性、实效性相统一的原则,反映了生物学教学的最新理论、最新方法和最新技术     

教育技术研究国际动态透视

对教育技术的最新国际研究动态进行了资料收集和内容分析,从教育技术研究内容、教育技术研究方法两个方面,并贯穿教育技术研究前沿项目,对教育技术的最新研究动态进行了概括,以窥探当前教育技术研究的整体面貌。     

非晶态合金催化剂研究进展

对非晶态合金催化剂制备技术和最新应用领域进行了综述。介绍了真空急冷快淬法、化学还原法及粉末化学镀法制备非晶态合金催化剂的基本原理和特点;分析总结了从添加第三组分和使用功能载体及改变制备环境等方面对非晶态合金催化剂进行改性;简述了其在加氢反应及低温燃料电池中的最新应用。     

分析增效试剂的应用发展概况

本文对近三十年来增效试剂的开发、应用和最新研究成果进行了评述。     

定语从句的种类新论

本文采用了文献分析法,根据英语语法最新理论体系和语言学最新研究成果,旁征博引详尽资料,对定语从句的种类进行了系统的全新论述,对该领域的知识作了完整的囊括。     

美术学科与信息技术的有效整合

信息化网络时代的到来为我们带来了广泛、快速、便捷的资源,利用网络获取最新美术教育信息,了解最新美术教育动态,查找相关的美术教学资料,依据最新美术教学资源,开发最新教学内容;借助网络的双向、多向快速交流特性,积极开展各种美术作品交流活动,促进学生水平的提高;通过网络积极与教学权威教育专家进行交流,探索新的教育方法。     

Team dynamics feedback for post-secondary student learning teams

In the current research, we introduce the team CARE model for supporting team development during post-secondary education. Team CARE is part of a larger suite of assessments at itpmetrics.com. Team CARE is a free, online, survey-based assessment that allows team members to rate their team’s health and functioning in four key categories (communicate, adapt, relate and educate), as well as provide written feedback about the team’s functioning to add nuance and supplemental context to the numeric scores. Team members completing the assessment receive a report documenting their team’s scores on the variables measured. We report on data from student learning teams suggesting that the variables in the team CARE model are reliable, and that they are correlated with team performance outcomes. Students’ perceptions of the tool were also examined, and the findings suggest that team CARE is perceived to be valuable, useful and easy to use. Recommendations for practice are detailed, including sample assessment schedules for teams with differing life spans. Implications for future research and implementation are discussed.     

Students’ experience of team assessment with immediate feedback in a large accounting class

Team assessment has been suggested as a competency-based collaborative learning technique. Critical to the success of an assessment for learning, in competency-based education, is the use of formative feedback. This study reports on the development of, and the students’ experience of, a Team Assessment with Immediate Feedback (TAIF), in which immediate formative feedback is provided to the students by their peers and the assessment instrument (the IF-AT^® form). Results of the quantitative and qualitative data, collected in a survey, suggest that the majority of the students experienced the TAIF positively. Many students highlighted that they had constructed new knowledge and understanding of the content and practiced numerous skills during the team assessment. The learning benefits of the immediate feedback component of the team assessment were widely acknowledged by the students. The study also provided some initial evidence that team assessment in a culturally diverse student cohort may enhance intercultural collaboration. Team assessment may also contribute towards re-establishing the link between professional accounting education and practice.     

Kelley Direct (KD) E- learning Toolkit

Conclusion In order to support online teaching and learning better, KD has developed a group of customized tools collectively known as KD E-learning Toolkit. Among these tools, Customized Forums provide instructors with additional means to organize asynchronous discussions; Team Builder and Team Presentation make team building and team collaboration more efficient; Hand-in System greatly reduces instructors’ workload in downloading and uploading student files; and Test Tool allows students to take tests offline. The utility of the Toolkit cuts across many dimensions in course design. For example, the Toolkit can be used in courses with large student enrollments or small class size, in team-based or project-based courses or courses geared towards individual learning; and the Toolkit could be used in most academic disciplines in the Arts, Sciences, Humanities, and in professional education. To support a highly professional student body, Kelly Direct Online Program at Indiana University Kelley School of Business has sought from its inception to acquire and develop learning tools that facilitate asynchronous, interactive learning. The KD E-Learning Toolkit supports this philosophy.     

高职院校辅导员队伍建设探索——以淮安信息职业技术学院为例

本文针对新的发展形势下学生教育管理工作的新需求,结合本校工作实践,根据高职院校辅导员队伍建设出现的新问题,提出了辅导员队伍建设的新举措,在辅导员学习培训体系、考核评价体系及专业化、职业化等方面开展新的探索和实践。     

浅析大学生创新团队的内涵

现代大学生创新团队的起源可以追溯到中世纪欧洲大学里的同乡会,随着招生规模的急剧扩张和学生组织的日益活跃,大学生创新团队的内涵发生了深刻的变化。大学生创新团队是指由具有共同发展目标的高校学生组成的,探索将知识转化为实践成果的活跃的实践群体,具有自主性、开放性、互补性和创新性等主要特征。相关团队管理部门应深化对大学生创新团队内涵的理解,营造宽松的外部环境,真正做到允许学生利用学科专业资源自主组建团队,自主选择实践方向,减少对创新成果的要求,为学生的长远发展打好基础。     

The Effect of Team‐Based Learning on Student Attitudes and Satisfaction

We examined student attitudes toward a team‐based learning method known as the readiness assurance process encompassing team exams to model how student satisfaction is initially shaped and subsequently changed over time as a function of scholastic performance and perceived development of professional skills (PS). We found that students were generally positively disposed toward the learning method and recognized its benefits in terms of developing teamwork skills. A regression analysis of student responses to an instrument distributed directly after each of four quizzes given over the course of a semester leads to the inferences that satisfaction with the method depends minimally upon the immediate feedback provided by student performance on a quiz and more critically upon student perceptions of how it has enhanced their PS. There is also shown to be a strong carryover effect in satisfaction with the method in successive uses. The results suggest that student attitudes are shaped by multiple, high‐level goals, and not just scholastic performance. The study also evidences the need to study learning interventions over multiple uses rather than through a one‐shot design.     

Students’ Perceptions of Learning in an Online Multiround Business Simulation Game: What Can We Learn from Them?

Multiround business simulation games have been gaining popularity in higher education. However, certain aspects of experiential learning of individual students in the game remain unaddressed in research literature. Team assessments, such as team papers, appear a common, “natural” choice given the team‐based nature of the games but may potentially mask individual learning outcomes. In this study we use a qualitative method to glean from individual students’ papers a deeper understanding of the process of learning of individual students in a team‐based, multiround business simulation game. Our findings indicate that individual and timely assessments are necessary to identify cases of not meeting the expected individual learning outcomes for the instructor's corrective intervention. This study contributes to the understanding of the process and outcomes of student learning in a multiround business simulation game, methods of teaching a supply chain and operations class with a simulation, and methods for better aligning course goals and assessments.     

Team Shared Cognitive Constructs: A Meta‐Analysis Exploring the Effects of Shared Cognitive Constructs on Team Performance

Sharing similar cognitive structures among team members is one key element for the collective to solve problems and work more efficiently (DeChurch & Mesmer‐Magnus, 2010). Research has shown that team cognition is positively associated with team performance in both organizational and educational settings. Team shared cognition constructs are relatively new constructs and have been identified in the literature as team mental models, shared mental models, information sharing, transactive memory systems, cognitive congruence, and group learning. Cannon‐Bowers and Salas (2001) called for better measures of shared cognition to be developed, partially through the integration of shared cognition measures across disciplines. The purpose of this meta‐analysis is to look at these six team cognition constructs in an effort to help identify which measure, if any, results in predicting team performance best. Results indicated that information sharing was statistically significant compared to team mental memory and group learning, and marginally significant compared to transactive memory systems. Additionally, shared mental models and cognitive congruence showed higher associations with performance compared to team mental models, group learning, and transactive memory systems.     

Facilitating Self-Regulated Learning Skills and Achievement With a Strategic Content Learning Approach

Whether out of financial concerns for student retention or altruistic goals involving facilitating successful learning, efforts are being made to ensure college student success beyond chance independent study skills. Students often lack effective self-regulatory skills and study strategies necessary for success in college. With guidance through specific task-related learner activities, these skills may be enhanced. The current study investigated how student performance in an introductory psychology course at a midwestern community college might be impacted by a structured, content-learning approach engaging students in specific academic study skills activities. Results indicated that the intervention group performed significantly better across all three exam events and achieved higher semester course grades. Performance on the learning packet itself was positively correlated with exam performance.     

新工科背景下互助互督团队学习模式研究

提出大学教育应从以个体学习为主跃迁到团队学习模式,并阐述其重要意义,同时从管理学、教育学和心理学等多个学科的视角发掘团队学习模式的理论依据.然后指出团队学习模式应重点关注的几个关键问题,并通过实践,给出相应的对策.最后通过对比分析,发现团队学习模式对改善大学生学习过程的表现和提升最终的学习成效具有显著的作用.