Using Technology to Enhance Pre-Service Teacher Preparation

Use of the internet to deliver a portion of the content in an introductory science, education, and technology methods course for pre-service teachers provides an opportunity for a much needed introduction to basic computer literacy. A web page was developed for use in conjunction with the math, science, and technology educational methods courses at Brooklyn College. Students are introduced to this page as a group in the computer lab, and work in small groups with more experienced students serving as mentors to other students. The Brooklyn College Science Education Webpage is designed as a simple jump page with links to various resources for science education. It serves as a starting point to expose pre-service teachers to a wide range of resources available to them on the world wide web and in the real world. Students use their internet research skills in open-ended assignments throughout the semester. The web page continues to serve as a resource for students in the next courses in the math and science education sequence. The Brooklyn College Science Education Webpage helps education graduates to begin their teaching better prepared to use technology in the classroom

Horizons Fall 2012

Features President’s Message 3 Orientation Leaders Create Lasting First Impressions 4 The Global Path to NSU 10 Protecting Coral Reef Ecosystems 16 NSU Hosts Florida Senatorial Debate 25 Valuing Our Vets 28 Departments Around NSU NSU Well Represented at Olympics 7 Dateline: Health Earns a Telly Award 8 Education Programs Granted National Accreditation 9 Medical Students Without Borders 9 Honing Skills Through Office of Career Development 23 Computer Science School Debuts New Program 27 NSU Joins Community in Concussion Screening Initiative 35 At the SECs 40 Faculty Profiles Evaluating U.S. Voting History 14 Bringing Hope and Healing to Haiti 24 Guiding the Next Generation of Computer Scientists 26 Alumni Profiles Alumna Finds a Place in Space 34 Dreams Really Do Come True 36 Athletics Golf Teams Excel on the Links and in the Classroom 38https://nsuworks.nova.edu/nsu_horizons/1004/thumbnail.jp

Computer Networks Virtualization with GNS3: Evaluating a solution to optimize resources and achieve a distance learning

Designing educational resources allow students to modify their learning process. In particular, on-line and downloadable educational resources have been successfully used in engineering education the last years [1]. Usually, these resources are free and accessible from web. In addition, they are designed and developed by lecturers and used by their students. But, they are rarely developed by students in order to be used by other students. In this work-in-progress, lecturers and students are working together to implement educational resources, which can be used by students to improve the learning process of computer networks subject in engineering studies. In particular, network topologies to model LAN (Local Area Network) and MAN (Metropolitan Area Network) are virtualized in order to simulate the behavior of the links and nodes when they are interconnected with different physical and logical design.This work is supported by the “Computer Science Research Institute” of the University of Alicante through the aid “Internationalization and quality of the doctoral program”

A leader election algorithm for dynamic networks with causal clocks

An algorithm for electing a leader in an asynchronous network with dynamically changing communication topology is presented. The algorithm ensures that, no matter what pattern of topology changes occurs, if topology changes cease, then eventually every connected component contains a unique leader. The algorithm combines ideas from the Temporally Ordered Routing Algorithm for mobile ad hoc networks (Park and Corson in Proceedings of the 16th IEEE Conference on Computer Communications (INFOCOM), pp. 1405–1413 (1997) with a wave algorithm (Tel in Introduction to distributed algorithms, 2nd edn. Cambridge University Press, Cambridge, MA, 2000), all within the framework of a height-based mechanism for reversing the logical direction of communication topology links (Gafni and Bertsekas in IEEE Trans Commun C–29(1), 11–18 1981). Moreover, a generic representation of time is used, which can be implemented using totally-ordered values that preserve the causality of events, such as logical clocks and perfect clocks. A correctness proof for the algorithm is provided, and it is ensured that in certain well-behaved situations, a new leader is not elected unnecessarily, that is, the algorithm satisfies a stability condition.National Science Foundation (U.S.) (0500265)Texas Higher Education Coordinating Board (ARP-00512-0007-2006)Texas Higher Education Coordinating Board (ARP 000512-0130-2007)National Science Foundation (U.S.) (IIS-0712911)National Science Foundation (U.S.) (CNS-0540631)National Science Foundation (U.S.) (Research Experience for Undergraduates (Program) (0649233)

Surveying the Evolution of Computing in Architecture, Engineering, and Construction Education

This paper includes the results of an online survey that was conducted by the American Society of Civil Engineers (ASCE) task committee on computing education to assess the evolution of computing in architecture, engineering, and construction (AEC) education in 2012. The committee aims to understand and measure the evolution of computing in civil engineering, architecture, and construction management curricula and evaluate the current state of computing within the AEC curricula. The paper contains an investigation of the levels and concentrations of computer-science knowledge versus computer skills in curricula. In addition, the committee seeks to recognize the similarities and differences between architecture, engineering, and construction management programs by comparing the data associated with these disciplines. The paper also includes a discussion of basic aspects of computing education including the prerequisites that are necessary for further learning. The survey results provide useful benchmarks for decision making regarding research, industry collaboration, and curricula. Findings of the study include: (1) the importance and coverage of computer skills and competence of graduates has increased over the past decade; (2) computing skills are judged to be more important than computer-science knowledge in AEC curricula; (3) the links between computer-science concepts and AEC applications of computing are not yet fully recognized; (4) computing education is not sufficient to meet the demands of the AEC industry and the share of computing courses is less than what educators desire; and (5) scientific concepts of computing are important for preparing architects and engineers for unknown future developments in information technology. (C) 2014 American Society of Civil Engineers

Reflection on-line or off-line: the role of learning technologies in encouraging students to reflect

This paper presents case studies that describe the experiences of the two authors in trying to use learning technologies to facilitate reflective thinking in their students. At the University of Leicester, a Web-based biology tutorial called ‘How Now Mad Cow’, which covers the topics of bovine spongiform encephalopathy and a new variant Creutzfeldt–Jakob disease (nvCJD). At the University of Southampton, a web-based hyper-mail discussion list to support teaching on a first year psychosocial science module for occupational therapy and physiotherapy students has been established. In both examples, the tutors had attempted to create a learning environment that would engage students in the learning experience and facilitate reflection by helping them to create meaning from the learning experience and see things in a different way. The evaluation data from both case studies provides some evidence that the learning technologies helped to facilitate reflection for some students. However, the evidence for reflection is not overwhelming and the data provides some evidence that four key factors may have influenced how successful the use of learning technologies were in facilitating reflection. These factors are the way the learning technology is used, the nature of the student groups, the role of the tutor and student preferences for ‘off-line reflection’. These are discussed and ways forward are identified

The Research Space: using the career paths of scholars to predict the evolution of the research output of individuals, institutions, and nations

In recent years scholars have built maps of science by connecting the academic fields that cite each other, are cited together, or that cite a similar literature. But since scholars cannot always publish in the fields they cite, or that cite them, these science maps are only rough proxies for the potential of a scholar, organization, or country, to enter a new academic field. Here we use a large dataset of scholarly publications disambiguated at the individual level to create a map of science-or research space-where links connect pairs of fields based on the probability that an individual has published in both of them. We find that the research space is a significantly more accurate predictor of the fields that individuals and organizations will enter in the future than citation based science maps. At the country level, however, the research space and citations based science maps are equally accurate. These findings show that data on career trajectories-the set of fields that individuals have previously published in-provide more accurate predictors of future research output for more focalized units-such as individuals or organizations-than citation based science maps

Adaptive hypermedia for education and training

Adaptive hypermedia (AH) is an alternative to the traditional, one-size-fits-all approach in the development of hypermedia systems. AH systems build a model of the goals, preferences, and knowledge of each individual user; this model is used throughout the interaction with the user to adapt to the needs of that particular user (Brusilovsky, 1996b). For example, a student in an adaptive educational hypermedia system will be given a presentation that is adapted specifically to his or her knowledge of the subject (De Bra & Calvi, 1998; Hothi, Hall, & Sly, 2000) as well as a suggested set of the most relevant links to proceed further (Brusilovsky, Eklund, & Schwarz, 1998; Kavcic, 2004). An adaptive electronic encyclopedia will personalize the content of an article to augment the user's existing knowledge and interests (Bontcheva & Wilks, 2005; Milosavljevic, 1997). A museum guide will adapt the presentation about every visited object to the user's individual path through the museum (Oberlander et al., 1998; Stock et al., 2007). Adaptive hypermedia belongs to the class of user-adaptive systems (Schneider-Hufschmidt, Kühme, & Malinowski, 1993). A distinctive feature of an adaptive system is an explicit user model that represents user knowledge, goals, and interests, as well as other features that enable the system to adapt to different users with their own specific set of goals. An adaptive system collects data for the user model from various sources that can include implicitly observing user interaction and explicitly requesting direct input from the user. The user model is applied to provide an adaptation effect, that is, tailor interaction to different users in the same context. In different kinds of adaptive systems, adaptation effects could vary greatly. In AH systems, it is limited to three major adaptation technologies: adaptive content selection, adaptive navigation support, and adaptive presentation. The first of these three technologies comes from the fields of adaptive information retrieval (IR) and intelligent tutoring systems (ITS). When the user searches for information, the system adaptively selects and prioritizes the most relevant items (Brajnik, Guida, & Tasso, 1987; Brusilovsky, 1992b)

The global hydrology education resource

This article is a selective overview of a range of contemporary teaching resources currently available globally for university hydrology educators, with an emphasis on web-based resources. Major governmental and scientific organizations relevant to the promotion of hydrology teaching are briefly introduced. Selected online teaching materials are then overviewed, i.e. PowerPoint presentations, course materials, and multimedia. A range of websites offering free basic hydrology modelling software are mentioned, together with some data file sources which could be used for teaching. Websites offering a considerable range of general hydrology links are also noted, as are websites providing international and national data sets which might be incorporated into teaching exercises. Finally, some discussion is given on reference material for different modes of hydrology teaching, including laboratory and field exercises