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131.
132.
In this article we describe a curricular strategy that improves the full range of skillsets critical to capstone success.
Improved Capstone (ICap) was developed and implemented across the thermo-fluids topical area in the undergraduate Mechanical
Engineering Technology Program at the University of Hartford. ICap experiential courses sequentially introduce challenging
and open-ended assignments that foster cognitive learning. Using a scaffolding structure, assignments are organized into three
modules: (1) classical, (2) transitional, and (3) design of an experiment. ICap enables students to assume greater responsibility
for their learning experiences and liberates the instructor to become a mentor. Consequently, higher level skills important
in the capstone course are strengthened: critical thinking, quantitative reasoning, teamwork, communications, information
literacy, and design process. 相似文献
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Larry Peterson Tom Anderson Dan Blumenthal Dean Casey David Clark Deborah Estrin Joe Evans Mike Reiter Scott Shenker John Wroclawski 洪丹 陈茂科 《中国教育网络》2006,(11):18-20
2006年8月,GEN(I网络创新的全球化环境)项目组公布其项目的设计原则。来自普林斯顿大学、麻省理工大学、华盛顿大学等学校的十二位专家编写了这份报告。该报告阐述了GENI的研究范围、用户的需求、需求的内在压力,以及工程设计的原则。报告指出了GENI的价值主张,广泛的部署、多样化可扩展的网络技术集合、对真实用户流量的支持仍是GENI关注的原则和方向。上期已经介绍第一部分——“分布式需求定义GENI的重心”,本期刊出第二部分——“解决分布式需求的内在冲突”。 相似文献
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Comparative Judgement (CJ) is an increasingly widely investigated method in assessment for creating a scale, for example of the quality of essays. One area that has attracted attention in CJ studies is the optimisation of the selection of pairs of objects for judgement. One approach is known as adaptive comparative judgement (ACJ). It has been claimed in the literature that ACJ produces very high reliability, often higher than can be obtained by conventional marking. Bramley showed by simulation that adaptivity can substantially inflate the apparent reliability in ACJ. The empirical study described here compared an adaptive with a non-adaptive CJ study using GCSE English essays. An all-play-all set of comparisons of a subset of the essays allowed the extent of scale inflation to be quantified: the reported adaptive reliability was 0.97 whereas the deflated value was 0.84. The value from the non-adaptive study was 0.72. However, the scale from the non-adaptive study correlated slightly higher with external variables, suggesting the non-adaptive study was no less valid than the adaptive one. 相似文献
137.
Tom Bramley 《Assessment in Education: Principles, Policy & Practice》2020,27(2):178-191
ABSTRACTThis paper analyses the psychometric paradigm for understanding educational measurement and standard setting by considering the extent to which that understanding is based on metaphors. I argue that through the metaphors ‘more is up’ and ‘good is up’ we spatialise concepts that are not intrinsically spatial. Human abilities form a distinct conceptual category, with complex and varying rules for the correct usage of different ability terms. The fact that most abilities can be discussed in terms of both ‘possession’ and of ‘more or less’ invites reification, spatialisation, and hence the application of measurement metaphors. Insights into the measurement of abilities can be gained by careful consideration of how ability terms are used in normal discourse, especially of athletic abilities which are partly quantified in terms of attributes that are physically measureable. The fuzziness of natural language creates some of the problems in understanding standards in both psychometrics and physical measurement. 相似文献
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A Methylome‐Wide Association Study of Trajectories of Oppositional Defiant Behaviors and Biological Overlap With Attention Deficit Hyperactivity Disorder 下载免费PDF全文
Edward D. Barker Esther Walton Charlotte A.M. Cecil Richard Rowe Sara R. Jaffee Barbara Maughan Thomas G. O'Connor Argyris Stringaris Alan J. Meehan Wendy McArdle Caroline L. Relton Tom R. Gaunt 《Child development》2018,89(5):1839-1855
In 671 mother–child (49% male) pairs from an epidemiological birth cohort, we investigated (a) prospective associations between DNA methylation (at birth) and trajectories (ages 7–13) of oppositional defiant disorder (ODD), and the ODD subdimensions of irritable and headstrong; (b) common biological pathways, indexed by DNA methylation, between ODD trajectories and attention deficit hyperactivity disorder (ADHD); (c) genetic influence on DNA methylation; and (d) prenatal risk exposure associations. Methylome‐wide significant associations were identified for the ODD and headstrong, but not for irritable. Overlap analysis indicated biological correlates between ODD, headstrong, and ADHD. DNA methylation in ODD and headstrong was (to a degree) genetically influenced. DNA methylation associated with prenatal risk exposures of maternal anxiety (headstrong) and cigarette smoking (ODD and headstrong). 相似文献
140.
Developing an audiovisual notebook as a self‐learning tool in histology: Perceptions of teachers and students 下载免费PDF全文
Antonio Campos‐Sánchez Juan‐Antonio López‐Núñez Giuseppe Scionti Ingrid Garzón Miguel González‐Andrades Miguel Alaminos Tomás Sola 《Anatomical sciences education》2014,7(3):209-218
Videos can be used as didactic tools for self‐learning under several circumstances, including those cases in which students are responsible for the development of this resource as an audiovisual notebook. We compared students' and teachers' perceptions regarding the main features that an audiovisual notebook should include. Four questionnaires with items about information, images, text and music, and filmmaking were used to investigate students' (n = 115) and teachers' perceptions (n = 28) regarding the development of a video focused on a histological technique. The results show that both students and teachers significantly prioritize informative components, images and filmmaking more than text and music. The scores were significantly higher for teachers than for students for all four components analyzed. The highest scores were given to items related to practical and medically oriented elements, and the lowest values were given to theoretical and complementary elements. For most items, there were no differences between genders. A strong positive correlation was found between the scores given to each item by teachers and students. These results show that both students' and teachers' perceptions tend to coincide for most items, and suggest that audiovisual notebooks developed by students would emphasize the same items as those perceived by teachers to be the most relevant. Further, these findings suggest that the use of video as an audiovisual learning notebook would not only preserve the curricular objectives but would also offer the advantages of self‐learning processes. Anat Sci Educ 7: 209–218. © 2013 American Association of Anatomists. 相似文献