12 research outputs found

    Northeastern Illinois University, Academic Catalog 2023-2024

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    https://neiudc.neiu.edu/catalogs/1064/thumbnail.jp

    Northeastern Illinois University, Academic Catalog 2022-2023

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    https://neiudc.neiu.edu/catalogs/1063/thumbnail.jp

    Undergraduate Academic Catalog 2021-2022

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    Undergraduate Academic Catalog 2020-2021

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    Low-cost electronic sensors for environmental research: pitfalls and opportunities

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    Repeat observations underpin our understanding of environmental processes, but financial constraints often limit scientists’ ability to deploy dense networks of conventional commercial instrumentation. Rapid growth in the Internet-Of-Things (IoT) and the maker movement is paving the way for low-cost electronic sensors to transform global environmental monitoring. Accessible and inexpensive sensor construction is also fostering exciting opportunities for citizen science and participatory research. Drawing on 6 years of developmental work with Arduino-based open-source hardware and software, extensive laboratory and field testing, and incor- poration of such technology into active research programmes, we outline a series of successes, failures and lessons learned in designing and deploying environmental sensors. Six case studies are presented: a water table depth probe, air and water quality sensors, multi-parameter weather stations, a time-sequencing lake sediment trap, and a sonic anemometer for monitoring sand transport. Schematics, code and purchasing guidance to reproduce our sensors are described in the paper, with detailed build instructions hosted on our King’s College London Geography Environmental Sensors Github repository and the FreeStation project website. We show in each case study that manual design and construction can produce research-grade scientific instrumentation (mean bias error for calibrated sensors –0.04 to 23%) for a fraction of the conventional cost, provided rigorous, sensor-specific calibration and field testing is conducted. In sharing our collective experiences with build-it- yourself environmental monitoring, we intend for this paper to act as a catalyst for physical geographers and the wider environmental science community to begin incorporating low-cost sensor development into their research activities. The capacity to deploy denser sensor networks should ultimately lead to superior envi- ronmental monitoring at the local to global scales

    The Multimodal Tutor: Adaptive Feedback from Multimodal Experiences

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    This doctoral thesis describes the journey of ideation, prototyping and empirical testing of the Multimodal Tutor, a system designed for providing digital feedback that supports psychomotor skills acquisition using learning and multimodal data capturing. The feedback is given in real-time with machine-driven assessment of the learner's task execution. The predictions are tailored by supervised machine learning models trained with human annotated samples. The main contributions of this thesis are: a literature survey on multimodal data for learning, a conceptual model (the Multimodal Learning Analytics Model), a technological framework (the Multimodal Pipeline), a data annotation tool (the Visual Inspection Tool) and a case study in Cardiopulmonary Resuscitation training (CPR Tutor). The CPR Tutor generates real-time, adaptive feedback using kinematic and myographic data and neural networks

    Undergraduate Academic Catalog 2019-2020

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    Northeastern Illinois University, Academic Catalog 2019-2020

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    https://neiudc.neiu.edu/catalogs/1060/thumbnail.jp

    Automatização de feedback para apoiar o aprendizado no processo de resolução de problemas de programação.

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    No ensino de programação, é fundamental que os estudantes realizem atividades práticas. Para que sejam bem sucedidos nessas atividades, os professores devem guiá-los, especialmente os iniciantes, ao longo do processo de programação. Consideramos que o processo de programação, no contexto do ensino desta prática, engloba as atividades necessárias para resolver um problema de computação. Este processo é composto por uma série de etapas que são executadas de forma não linear, mas sim iterativa. Nós consideramos o processo de programação adaptado de Polya (1957) para a resolução de problemas de programação, que inclui os seguintes passos [Pól57]: (1) Entender o problema, (2) Planejar a solução, (3) Implementar o programa e (4) Revisar. Com o foco no quarto estágio, nós almejamos que os estudantes tornem-se proficientes em corrigir as suas estratégias e, através de reflexão crítica, serem capazes de refatorar os seus códigos tendo em vista a boa qualidade de programação. Durante a pesquisa deste doutorado, nós desenvolvemos uma abordagem para gerar e fornecer feedback na última fase do processo de programação: avaliação da solução. O desafio foi entregar aos estudantes feedback elaborado e a tempo, referente ás atividades de programação, de forma a estimulá-los a pensar sobre o problema e a sua solução e melhorar as suas habilidades. Como requisito para a geração de feedback, comprometemo-nos a não impormais carga de trabalho aos professores, evitando-os de criar novos artefatos. Extraímos informações a partir do material instrucional já desenvolvido pelos professores quando da criação de uma nova atividade de programação: a solução de referência. Implementamos e avaliamos nossa proposta em um curso de programação introdutória em um estudo longitudinal. Os resultados obtidos no nosso estudo vão além da desejada melhoria na qualidade de código. Observamos que os alunos foram incentivados a melhorar as suas habilidades de programação estimulados pelo exercício de raciocinar sobre uma solução para um problema que já está funcionando.In programming education, the development of students’ programming skills through practical programming assignments is a fundamental activity. In order to succeed in those assignments, instructors need to provide guidance, especially to novice learners, about the programming process. We consider that this process, in the context of programming education, encompasses steps needed to solve a computer-programming problem. We took into consideration the programming process adapted from Polya (1957) to computer programming problem-solving, that includes the following stages [Pól57]: (1) Understand the problem; (2) Plan the solution; (3) Implement the program and (4) Look Back. Focusing on the fourth stage, we want students to be proficient in correcting strategies and, with critical reflection, being able to refactor their code caring about good programming quality. During this doctoral research, we developed an approach to generate formative feedback to leverage programming problem-solving in the last stage of the programming process: targeting the solution evaluation. The challenge was to provide timely and elaborated feedback, referring to programming assignments, to stimulate students to reason about the problem and their solution, aiming to improve their programming skills. As a requirement for generating feedback, we compromised not to impose the creation of new artifacts or instructional materials to instructors, but to take advantage of a usual resource already created when proposing a new programming assignment: the reference solution. We implemented and evaluated our proposal in an introductory programming course in a longitudinal study. The results go beyond what we initially expected: the improved assignments’ code quality. We observed that students felt stimulated, and in fact, improved their programming abilities driven by the exercise of reasoning about their already functioning solution

    Faculty Handbook 1991

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