Designing asynchronous online fermentation science materials including using a home fermented foods project to engage online learners

The number of online courses offered by universities in America continues to increase. Due to limited direct interactions with students, these courses can struggle to promote student engagement. Food science is uniquely situated for implementation of hands‐on project‐based learning opportunities since basic experiments can be performed in a kitchen with minimal supplies and equipment. The purpose of this teaching and learning tip is to share materials designed for an asynchronous online course, instructional fermentation vignettes, and the Home Fermented Foods Project assignment, which tasks students with creating two fermented foods with two accompanying documents explaining the science of each employed steps. Students are engaged with the projects while connecting the lecture material to familiar products that they create such as sauerkraut, yogurt, and bread. Overall, based on student evaluations and our interactions with the students, our implementation of this project has been positive. Downloadable handouts containing assignment details are available as Supporting Information.     

锁相环型频率综合器中高速分频器的研究

对锁相环型频率综合器中的高速分频器进行了较为深入的分析。比较了同步分频器和异步分频器,表明了异步分频器在高频应用中的特点。对相位切换型异步分频器中第1级和第2级2分频电路的实现方案进行了仔细分析和对比,并针对Wang提出的2分频电路中存在的电荷分享问题提出了改进方案,仿真显示改进后的电路有效解决了电路中的电荷分享问题。采用Chartered 0.35μm 2P4M CMOS工艺,对第1级与改进后的第2级2分频电路整体仿真显示,电路的最高工作频率为3.3GHz,电流消耗为1.9mA。     

北方高校女子速度滑冰课“动态分组、异步互助”教学方法的实验研究

女子速滑课长期以来一直是北方高校教学的薄弱环节,女子速滑课的教学对于大多数女大学生来说,既没有达到让其熟练掌握速滑技术的目的,又没有起到锻炼身体的作用。为了改善这种现状,采取多种研究方法,探索有效解决问题的教学方法,进行了＂动态分组、异步互助＂教学方法的实验研究。通过对实验过程和研究结果进行分析、讨论,认为该教学方法可以有效解决不同速滑基础女大学生的不同学习需求,实现了学生速滑成绩的共同提高,达到了促进女大学生锻炼身体的目的,起到了提高其社会交往能力的作用 具有显著提高高校女子速滑课教学质量的效果。     

ATM技术的最新研究进展及其应用

介绍了ATM的交换原理、ATM的应用及其最新研究进展。其未来的发展趋势是采用IP overATM技术方案及多协议标记交换MPLS等技术,挖掘纯ATM的潜力,大力降低成本。     

中高压软启动控制器的设计

直接启动电动机会产生很强的冲击电流,降低了电动机的使用寿命,对电网也会造成很大的冲击.设计一种限流PI调节降压式软启动,该软启动以TMS320 F28335为控制核心,通过在同步信号作用下,采集电动机启动时电流、电压信号,对晶闸管触发角移相的控制实现电动机启动电压和电流的调节,电动机启动过程中的参数可以根据电动机不同负...     

Fostering Global Citizenship Education for Teachers Through Online Research

Abstract

This article is based on a study involving 126 International Baccalaureate (IB) teachers in more than 30 countries who, through the use of asynchronous online discussion forums, shared how they teach and simultaneously reflected upon how they conceptualize global citizenship. Data analysis revealed that participants developed new understandings about open-mindedness, interconnectedness, and cross-cultural learning experiences. Online data collection in educational research offers great opportunity for furthering professional development in global citizenship education.     

Enhancing problem-based learning designs with a single e-learning scaffolding tool: Two case studies using challenge FRAP

Problem-based learning (PBL) is a powerful instructional approach. By working through assessable complex problem-solving tasks learners can be encouraged to actively engage in investigation and inquiry and to use high level cognitive thought processes to solve real-life problems in professional contexts. A critical element of a successful PBL design is the inclusion of instructional support, such as scaffolding, to guide and assist the learner through the reasoning process that is crucial to successful problem-solving. The e-learning tool ‘Challenge FRAP’ (Form for the Recording of the Analysis of Problems) is client-based public domain authoring software which facilitates the use of scaffolding, the provision of progressive feedback and can promote student reflection at key decision-making points. This paper illustrates the benefits of such an e-learning scaffolding tool through two PBL case studies; one group-based PBL task in science and technology and one self-directed PBL task in plant pathology.     

The impact of computer supported collaborative learning on internship outcomes of pharmacy students

This article focuses on an evaluation of the impact of an innovative instructional design of internships in view of a new integrated pharmaceutical curriculum. A key innovative element was the implementation of a computer-supported collaborative learning environment. Students were, as part of their formal curriculum, expected to work in a systematic and collaborative way in discussing and solving real-life cases. Students in the role condition were assigned specific roles. The cases were an additional critical variable in the study. The results of the study demonstrate that both independent variables (role assignment and cases) have a significant impact on levels of knowledge construction and, especially, on the attainment of objectives of the new integrated pharmaceutical curriculum.     

Blended/hybrid courses: a review of the literature and recommendations for instructional designers and educators

This article explores some of the literature on blended/hybrid learning and identifies recommendations for instructional designers and faculty. Terminology and definitions are discussed first including the debate between the words “blended” and “hybrid.” A working definition for the article is discussed but the article does not propose a standard definition for the field. The learning advantages of using a blended/hybrid format are identified from the literature including improved grades, retention and communication and teamwork. The recommendations are discussed in four broad categories: (a) face to face and online scheduling, (b) communication, (c) course content, and (d) other recommendations. The article concludes with a call for future research into blended/hybrid learning and how to best construct blended/hybrid courses from an instructional design standpoint.     

Content analysis of computer conferencing transcripts

Within the field of higher education, there are situations where the learner is not well served in a classroom setting. Problematic issues such as scheduling, critical mass, time, pace and location have the potential to be counterbalanced by e-learning. Within this, the asynchronous nature of today's online learning environments and computer conferencing tools have popularly been claimed to offer tremendous benefits for learners who are willing to take responsibility for their own learning, to progress at their own pace, and interact with their online teacher to get immediate feedback on their learning and progress. Indeed, increasingly, educators today are very keen to exploit some of these new technologies for the benefit of their learners. It is argued in this article that there is a need to address the practice and research of asynchronous computer mediated conferencing. As conferencing tools become an increasingly common feature in students' experience, teachers need to have an understanding of how these tools facilitate the formation and maintenance of collaborative learning communities.