34,046 research outputs found
Curriculum Guidelines for Undergraduate Programs in Data Science
The Park City Math Institute (PCMI) 2016 Summer Undergraduate Faculty Program
met for the purpose of composing guidelines for undergraduate programs in Data
Science. The group consisted of 25 undergraduate faculty from a variety of
institutions in the U.S., primarily from the disciplines of mathematics,
statistics and computer science. These guidelines are meant to provide some
structure for institutions planning for or revising a major in Data Science
Cactus: Issues for Sustainable Simulation Software
The Cactus Framework is an open-source, modular, portable programming
environment for the collaborative development and deployment of scientific
applications using high-performance computing. Its roots reach back to 1996 at
the National Center for Supercomputer Applications and the Albert Einstein
Institute in Germany, where its development jumpstarted. Since then, the Cactus
framework has witnessed major changes in hardware infrastructure as well as its
own community. This paper describes its endurance through these past changes
and, drawing upon lessons from its past, also discusses futureComment: submitted to the Workshop on Sustainable Software for Science:
Practice and Experiences 201
Developing e-assessment using the quiz activity within Moodle: empowering student learning
Using formative assessment within Moodle has been shown to encourage self-directed learning (Bromham & Oprandi, 2006). Our experience of using formative assessment quizzes as stand alone entities, as well as within Moodle lessons, has been used to introduce Moodle assessment quizzes over the past year in Level 1 and Level 2 Life Sciences courses. This
experience has been distilled to inform the content of this workshop.
Some advantages of incorporating assessments in the form of Moodle quizzes are that they allow for quick, reproducible and flexible assessment with a relatively small initial set-up cost, and substantial long-term staff and administration savings. One significant advantage is that staff and room pressures can be reduced as students can attempt the assessment at a time and location of their choice within a specified time period.
This flexibility can help to reduce student stress associated with completion of a continuous assessment for their course. It is also a relatively simple process
to account for students entitled to extra time during assessments. Providing clear instructions beforehand and at the start of the quiz ensures that students understand their responsibilities for completion of this assessment and
ultimately the course.
There are some disadvantages and limitations to the system as it currently exists, for example there is the perceived ability for students to âcheatâ by completing the assessment as a group, accessing books and the internet.
Strategies to account for these can be put in place and will be discussed in detail during the workshop.
This workshop aims to take the participants through the initial set up of a quiz, highlighting the various question types and how these can be used to create a challenging assessment that can be quickly graded and prove informative
for staff and course development.
Reference
Bromham L. & Oprandi P. (2006) Evolution online: developing active and blended learning by using a virtual learning environment in an introductory biology course. Journal of Biological Education 41 (1): 21-25
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A Review of Work Based Learning in Higher Education
The idea of work based learning in higher education might sound like a contradiction in terms. Work based learning is surely in the the workplace. The senses in which it might also, under certain conditions, be in higher education are explored in this review. There are increasing arrangements whereby people can obtain academic recognition for learning which has taken place outside of educational institutions. In addition to traditional forms of professional education and sandwich courses, one can add a host of relationships between employers and higher education institutions which involve quite fundamental questioning of the roles and responsibilities of each in the continuing education and training of adults. Such developments can be related to broader themes concerning the organisation of knowledge in society, the changing nature of work and career, the learning society and the implications they hold for individual workers, their employers and educational providers.
The Department for Education and Employment sponsored the study to produce a substantial literature review of progress and issues raised in the field of work based learning in higher education. The first part of the book provides a contextual and conceptual backdrop against which more practical aspects of work based learning are then considered in part two. The final part considers strategic issues of implementation for higher education institutions, employers and individuals, before turning to more wide ranging issues of policy
SciTech News Volume 71, No. 2 (2017)
Columns and Reports From the Editor 3
Division News Science-Technology Division 5 Chemistry Division 8 Engineering Division 9 Aerospace Section of the Engineering Division 12 Architecture, Building Engineering, Construction and Design Section of the Engineering Division 14
Reviews Sci-Tech Book News Reviews 16
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