Use and evaluation of a technology-rich experimental collaborative classroom

In order to pilot a shift towards greater use of collaborative learning in our higher education programs, the University of Hong Kong has invested in the development of a prototype technology-enhanced collaborative learning space. The space was created by retrofitting a vacant studio, turning it into an innovative classroom space in which collaborative learning is promoted and facilitated both through the provision of technology and by the physical layout of the room. We have used the space to pioneer collaborative learning both by holding professional development workshops for faculty in the room and also by helping academic staff to run experimental courses in the learning space. The opportunity to offer professional development and support for academic staff in this environment is particularly valuable as it ensures they do not simply deliver traditional didactic lectures in a space designed to promote interactive student learning and engagement. By using the space as a ‘student’ they are able to consider how they may use collaborative learning environments with their students. This paper describes use of the room for professional development of academic staff and also provides two examples of the use and evaluation of the room by faculty who used the room to teach experimental classes.     

法兰克福：美因河畔的魅力之城

位于欧洲心脏的大都会法兰克福,以鲜明的个性带给人独特的体验：传统与现代、贸易与文化、忙碌与安逸。法兰克人的基督教主教会议所在地最初位于美因河惟一的渡口,而法兰克福这一城市的名字也正因此得名——它源自于拉丁文“Franconofurd”,     

在雷峰塔颠覆和重建当代艺术

说起雷峰塔,有人会想起《白蛇传》里的神话传说,有人会想起鲁迅先生那篇刊登于中学课本的杂文《论雷峰塔的倒掉》。始建于五代十国的雷峰塔曾是西湖的地标建筑,“雷峰夕照”是著名的西湖十景之一。1924年9月25号雷峰塔轰然坍塌。2002年10月25日,雷峰塔重建竣工。2008年4月18日至2009年5月31日,“刀锋——重建雷峰塔”实验艺术展在北京圣之空间展出,宣誓着来自西湖边的艺术理想和精神之塔的重建。     

Micromixer based on viscoelastic flow instability at low Reynolds number

We exploited the viscoelasticity of biocompatible dilute polymeric solutions, namely, dilute poly(ethylene oxide) solutions, to significantly enhance mixing in microfluidic devices at a very small Reynolds number, i.e., Re≈0.023, but large Peclet and elasticity numbers. With an abrupt contraction microgeometry (8:1 contraction ratio), two different dilute poly(ethylene oxide) solutions were successfully mixed with a short flow length at a relatively fast mixing time of <10 μs. Microparticle image velocimetry was employed in our investigations to characterize the flow fields. The increase in velocity fluctuation with an increase in flow rate and Deborah number indicates the increase in viscoelastic flow instability. Mixing efficiency was characterized by fluorescent concentration measurements. Our results showed that enhanced mixing can be achieved through viscoelastic flow instability under situations where molecular-diffusion and inertia effects are negligible. This approach bypasses the laminar flow limitation, usually associated with a low Reynolds number, which is not conducive to mixing.     

Adaptive expertise – a characteristic of expertise in outdoor instructors?

ABSTRACT

Background: Over the past 10 years, research has started to investigate the pedagogic practices of instructors and coaches working in adventure sports settings. Outdoor instructors face particular challenges regarding the impact the dynamic environment has on the coaching process and their students. This challenging combination of factors obliges the instructor to be agile in response. We propose that this adaptive expertise is characteristic of these factors and that adaptability may be a beneficial focus of outdoor instructor training and education.

Purpose: The major aim was to identify if adaptive expertise is an attribute of outdoor instructors? And if so, what are its characteristics in this context?

Research design and data collection: We applied a mixed methodology to a sample of outdoor instructors (n?=?64). The instructors were asked to complete a quantitative adaptive expertise inventory. We then interviewed a selected sub-sample (n?=?12).

Participants and setting: Quantitative data was collected from outdoor instructors working in the UK (n?=?64). The sample consisted of instructors qualified to work independently with groups in adventurous settings in a range of activities. Qualitative data was collected from a smaller sample (n?=?12) via a series of thematically analysed semi-structured interviews.

Findings: Results suggest that the participating outdoor instructors have high levels of adaptive expertise. A characteristic of that adaptive capacity is a combination of skills revolving around reflection, metacognition, and situational awareness. There were differences, however, between less and more experienced outdoor instructors in their adaptive capacity, with less experienced instructors being adaptive to a lesser extent.

Conclusions: The implication is that further research is worthwhile to examine the development of instructors’ adaptive capacity. The training and education of outdoor instructors requires pedagogic approaches that facilitate and engender adaptability, flexibility and agility in neophyte instructors.