Problem Solving in a Middle School Robotics Design Classroom

Little research has been conducted on how students work when they are required to plan, build and evaluate artefacts in technology rich learning environments such as those supported by tools including flow charts, Labview programming and Lego construction. In this study, activity theory was used as an analytic tool to examine the social construction of meaning. There was a focus on the effect of teachers’ goals and the rules they enacted upon student use of the flow chart planning tool, and the tools of the programming language Labview and Lego construction. It was found that the articulation of a teacher’s goals via rules and divisions of labour helped to form distinct communities of learning and influenced the development of different problem solving strategies. The use of the planning tool flow charting was associated with continuity of approach, integration of problem solutions including appreciation of the nexus between construction and programming, and greater educational transformation. Students who flow charted defined problems in a more holistic way and demonstrated more methodical, insightful and integrated approaches to their use of tools. The findings have implications for teaching in design dominated learning environments.     

The complexity of tool use in computer-based learning environments

Starting from Perkins’ (1985) framework, this study addresses tool use in a computerbased learning environment. In line with Perkins, first the effects of tool use on performance were investigated to gain insight into the functionality of the tools. Next, the influence of advice was studied to identify whether this advice could make students more knowledgeable with respect to the tools, and hence encourage them to make more (adequate) use of the tools. A third research question addressed learner related variables. The influence of metacognitive skills, goal orientation, and instructional conceptions on students’ tool use was investigated. An experimental design was used to address these research questions with one control group and two experimental groups, one with advice and one without advice. Results reveal that the tools were functional, the two experimental groups outperformed the control group. With respect to advice, the group of students receiving advice used tools more frequently and spent more time on their use. Finally, the study reveals mastery orientation to be an important variable. The more students are mastery oriented, the less they use tools.     

仙人掌超微粉与普通粉挥发性成分的对比

文章以正己烷-水蒸汽蒸馏法提取仙人掌药材挥发性成分,用气相色谱-质谱（GC-MS）进行分离测定及定性定量的对比研究,从仙人掌药材超微粉中分离鉴定出32种化学成分,普通粉中分别分离鉴定出和28种化学成分,含有24种相同成分,其中均以异丁基邻苯二甲酸酯（Isobutyl phthalate）含量最高,超微粉含27.492%,普通粉含32.646%。     

Negotiating epistemological challenges in thinking and practice: A case study of a literacy and inquiry tool as a mediator of professional conversation

This study examines how a Humanities team engaged in professional conversation to refine and implement a literacy and inquiry tool in an Asian Studies curriculum. Drawing on socio-cultural perspectives of teacher learning and theories of tools as mediators of action, this case study investigates the ways this community of practice discussed their understandings of contexts, curriculum, and classroom practice to implement the literacy and inquiry tool. Such practices hold promise for the design of professional learning experiences where teachers engage in conversations about key tools they can use in their practice and assume more control of their own professional learning.     

Tool-use in a content management system: a matter of timing?

Given the rising popularity of content management systems (CMSs) in higher education, we investigated how students use the available CMS tools, as well as whether the moment of using a CMS tool affects students’ learning. This temporal dimension has been neglected in current research on CMS use. More insight into students’ tool-use is particularly important from an instructional design perspective because research has repeatedly revealed that a learning environments’ effectiveness depends heavily on students’ adaptive tool-use. Data were collected by logging the frequency and the time students (158) use the available tools within a CMS. Repeated-measures analyses revealed that students’ tool-use changed throughout the course, a dynamism that was different for each tool and was related to course-specific deadlines. Significant temporal student differences were found for some types of tools. Furthermore, students’ course performance was significantly impacted by the moment students used the course material outlines and the discussion board. In line with expectations, effects were different dependent on the tool. Hence, by examining students’ tool-use from a temporal perspective, this study highlighted that the timing of use matters. Furthermore, this timing depends on tool functionality. Consequently, the results have interesting implications for designing CMSs and they suggest implications for releasing some type of CMS tools at specific moments in the learning process.     

Cutting force and its frequency spectrum characteristics in high speed milling of titanium alloy with a polycrystalline diamond tool

In this paper, a series of experiments were performed by high speed milling of Ti-6.5Al-2Zr-1Mo-1V (TA15) by use of polycrystalline diamond (PCD) tools. The characteristics of high speed machining (HSM) dynamic milling forces were investigated. The effects of the parameters of the process, i.e., cutting speed, feed per tooth, and depth of axial cut, on cutting forces were studied. The cutting force signals under different cutting speed conditions and different cutting tool wear stages were analyzed by frequency spectrum analysis. The trend and frequency domain aspects of the dynamic forces were evaluated and discussed. The results indicate that a characteristic frequency in cutting force power spectrum does in fact exist. The amplitudes increase with the increase of cutting speed and tool wear level, which could be applied to the monitoring of the cutting process.     

A Framework for User Agency during Development of Interactive Risk Visualization Tools

ABSTRACT

Participating in user-centered design provides potential users of interactive risk visualization tools agency in influencing tool development. This article identifies and characterizes pathways for agency that users may experience as they participate in design of interactive tools for visualizing environmental risks. We present an empirically based conceptual framework for better understanding user agency during visualization tool development based on findings from interviews with professional visualization tool developers and discuss practical implications and future research recommendations.     

Comparing Simple and Advanced Video Tools as Supports for Complex Collaborative Design Processes

Working with digital video technologies, particularly advanced video tools with editing capabilities, offers new prospects for meaningful learning through design. However, it is also possible that the additional complexity of such tools does not advance learning. We compared in an experiment the design processes and learning outcomes of 24 collaborating participant pairs (dyads) using 2 contrasting types of video tools for history learning. The advanced video tool WebDIVER supported segmenting, editing, and annotating capabilities. In the contrasting condition, students used a simple video playback tool with a word processor to perform the same design task. Results indicated that the advanced video editing tool was more effective in relation to (a) fostering student understanding of the topic and acquisition of cognitive skills, (b) the quality of student design products, and (c) the efficiency of dyad interactions. The implication of our experimental findings for constructivist design-based learning is that mediating functions of video tools may be used as cognitive and social supports, for example when students learn by solving design tasks in school.     

Curriculum authoring tools and inclusive classroom teaching practice: a longitudinal study

The purpose of this study was to investigate the longitudinal application of a suite of curriculum authoring tools (CATs) to inclusive classroom teaching practice in a secondary school setting. The study sought to establish whether the incorporation of the CATs into the teachers’ curriculum development and implementation covaried with improved implementation integrity of classroom teaching practice over time. A repeated measures design was used to establish whether those teachers with high levels of tool use also recorded higher levels of implementation integrity in their use of specific inclusive teaching practices. The effects of the tools were measured using 578 50‐minute classroom observations gathered over a 2.5‐year period. The results indicated that higher levels of implementation integrity in classroom practice covaried with the extent to which the tools were used for the design and implementation of curriculum.     

The effects of search tool type and cognitive style on performance during hypermedia database searches

This study investigated the effects of search tools and learner cognitive styles on performance in searches for information within a hypermedia database. Seventy-five students in a university English as a Second Language (ESL) program were blocked for field dependence and assigned to one of four treatments: browser, index/find, map, and all tools. Subjects searched the hypermedia database, EarthQuest, for facts to answer practice and posttest questions on science topics. Results revealed a significant interaction between search tool and cognitive style. Field-independent learners performed significantly better than field-dependent learners under the index/find and map treatments. Subjects in the four treatment groups accessed information from the database differently. Furthermore, cognitive style was significantly related to achievement, tool use, and attitude. Implications for the design and instructional use of hypermedia databases are provided.     

浅谈数控机床人机界面设计

数控机库是现代制造的重要工具.本文从人机工程学角度出发,分别从数控机床整体界面设计和控制面板设计两方面对数控机床的人机界面设计进行探讨.     

Investigate and Decide Learning Environments: Specializing Task Models for Authoring Tool Design

The complexities of building educational software can be reduced by relying on appropriate tools for adapting and re-using similar, previous applications. Although researchers have been creating tools for automating some aspects of software design, most of these tools typically aim for generality, attempting to cover a broad class of interactive programs in many domains. However, this approach may not be effective for building complex interactive systems, and fails to re-apply the instruction and design expertise implicit within prior software applications. An alternative is to provide tools which use specialized, rather than general, task models, tailored specifically to a target category of software. In addition, an understanding of the authoring task itself can inform the design of such specialized authoring environments. This article presents a prototype authoring tool for interactive educational software, called IDLE-Tool. Investigate and Decide Learning Environments (IDLE) is introduced as the task model around which the tool is based, and a model of the authoring process, called Guided Case Adaptation, is offered as an approach to employing the model and an exemplar in tandem to effectively support the design process.     

ADAPT<Superscript>IT</Superscript>: Tools for training design and evaluation

This article describes a set of computerized tools that support the design and evaluation of competency-based training programs. The training of complex skills such as air traffic control and process control requires a competency-based approach that focuses on the integration and coordination of constituent skills and transfer of learning. At the heart of the training are authentic whole-task practice situations. The instructional design tools are based on van Merriënboer's 4C/ID^* methodology (1997). The article describes a training design tool (Core) that supports the analysis and design for competency-based training programs and an evaluation tool (Eval) that supports the subsequent revision of this training design.     

基于应用题解题障碍的认知工具模式设计

通过整理近年来关于小学数学应用题的相关研究,总结学生在应用题解题过程中普遍存在的认知障碍,结合现有解题系统分析研究各类型的认知工具对小学应用题解题障碍的支持,为帮助学生选择合适的认知工具提供借鉴,并在此基础上提出基于问题解决障碍的小学数学应用题解题系统的模型构建,为新的认知工具的设计开发提供新的角度。     

超大尺寸超精密数控磨床构型分析

为确定用于超大口径（>=1500mm）光学非球面成形加工的超精密数控磨床的构型设计方案,本文开展了2种不同构型龙门机床的空间运动误差建模及比较研究。基于多体系统理论,通过建立2种构型龙门机床的拓扑结构图,推导二者的空间运动误差模型;并基于该模型,采用仿真手段比较了二者用于超大尺寸光学非球面加工过程的砂轮中心点误差变化规律;仿真结果表明,在加工大口径非球面元件时,工作台移动式的机床构型具有相对较小的空间运动误差,但两种构型龙门机床的误差十分接近。在综合考虑二者在大口径非球面元件加工过程中的其他特点后,确定了该超精密磨削机床构型为工作台固定的桥式龙门结构。     

Supporting scientific modeling practices in atmospheric sciences: intended and actual affordances of a computer-based modeling tool

Computer-based learning tools include design features to enhance learning but learners may not always perceive the existence of these features and use them in desirable ways. There might be a gap between what the tool features are designed to offer (intended affordance) and what they are actually used (actual affordance). This study thus aims at investigating how the design features of a computer-based tool supported high school students' modeling practices in atmospheric sciences. Twenty-three 10th graders participated in 16 hours of learning activities by using the tool. We conducted a detailed analysis of students' computer activities, their use of the design features, and their building, testing, analyzing, and evaluating practices. The analysis showed that while some design features such as Variable List and Testing Variables were perceived by students and successfully afforded their enactment of building and analyzing practices, other features including Screen Shot and Edit were rarely used or not utilized in the desirable ways. Based on the findings, this study suggests that the realization of intended affordances may involve factors of learners' characteristics, the nature of learning activities, and the complexity of tasks, and constructs an affordance analysis scheme to inform the design of computer-based learning tools.     

Designing for impact: a conceptual framework for learning analytics as self-assessment tools

Abstract

Although it is frequently claimed that learning analytics can improve self-evaluation and self-regulated learning by students, most learning analytics tools appear to have been developed as a response to existing data rather than with a clear pedagogical model. As a result there is little evidence of impact on learning. Even fewer learning analytics tools seem to be informed by an understanding of the social context and social practices within which they would be used. As a result, there is very little evidence that learning analytics tools are actually impacting on practice. This paper draws on research in self-regulated learning and in the social practices of learning and assessment to clarify a series of design issues which should be considered by those seeking to develop learning analytics tools which are intended to improve student self-evaluation and self-regulation. It presents a case study of how these design issues influenced the development of a particular tool: the Learning Companion.     

基于VS616G5数控机床主轴驱动系统的改造设计

结合笔者曾下厂参与数控机床改造与维修的实践经验,围绕如何使用日本安川变频器VS616G5进行数控机床主轴驱动系统设计,进行了研究和探讨。     

Didactising: Continuing the work of Leen Streefland

In this paper we present three cases of instructional design that illustrates both horizontal didactising, the activity of using already established principles to design instruction, and vertical didactising the activity of developing new tools and principles for instructional design. The first case illustrates horizontal didactising by elaborating how the constructs chains of signification and models were used to design an instructional sequence involving linear growth. The second and third cases illustrate vertical didactising by developing argumentation analyses and generative listening, respectively, as instructional design tools. In the second case, argumentation analyses emerge as a tool that other designers can use to anticipate the quality of conversations that can occur as students engage in tasks prior to implementing the instructional sequence. The third case develops the notion of generative listening as a conceptual tool within the context of designing differential equations instruction to gain insights into what are, for students, experientially-real starting points that are mathematical in nature and to provide inspirations for revisions to instructional sequences. This revised version was published online in August 2006 with corrections to the Cover Date.