Teaching Coloured Petri Nets - a Gentle Introduction to Formal Methods in a Distributed Systems Course

This paper is about the two compulsory project assignments set to the students in an undergraduate course on distributed systems. In the first assignment the students design and validate a non-trivial layered protocol by means of Coloured Petri Nets, and in the second they implement the designed protocol in an object-oriented language. From the two assignments the students experience that Coloured Petri Nets, as a formal method, are useful for designing and analysing distributed systems. In the course students are introduced to basic concepts and techniques for distributed systems, and it is explained that such systems are often too complex to manage without using formal methods. In this paper we also report on our experience with teaching the course and describe the didactic methods applied. Based on the obtained experience we conclude that the combination of distributed systems and Coloured Petri Nets is fruitful --- the two areas complement each other. Although our experiences origin in Coloured Petri Nets, we believe that many of our observations hold for other formal methods as well.Topics. Education issues related to nets; Coloured Petri Nets; distributed systems; experience with using nets,case studies; applications of nets to protocols

A Survey of Resident Attitudes on Billing and Coding Education: An Assessment by Pediatric Training Year and Career Plans

INTRODUCTION: Billing and coding (B&C) are important aspects of medical practice that many feel are taught inadequately during residency. In addressing this deficiency, residency programs must determine when and how to teach B&C. Some programs teach through informal methods or direct their education only towards senior residents and/or certain career paths. Is this approach ideal? This study evaluated pediatric resident attitudes towards formal B&C education, by post graduate year (PGY), and career plans. METHODS: A survey was distributed to residents before and after implementation of a novel, formal curriculum teaching B&C. General linear models were calculated to look at differences over time of all residents and by PGY levels and future career plans. RESULTS: Among all residents, there was no change in the highly positive attitudes towards Learning is Important, Valuable Use of Time, or Want a Formal Curriculum. Perceived Knowledge increased significantly and Need to Know More decreased significantly. There were no differences between PGY levels or career plans with all years valuing and wanting education. PGY-3s scored higher than PGY-1s and PGY-2s with Perceived Knowledge. CONCLUSION: This study demonstrated a strong, equal amount of interest in the formal education of B&C across all residents, regardless of training year and/or career plans. Pediatric residencies should consider implementing formal education on B&C to all residents. Pediatric resident attitudes towards billing and coding education can be used to guide the curriculum

A comparison of programmed learning with conventional lecturing in the teaching of spectroscopy and ionic equilibria to undergraduates

An investigation, comparing the effectiveness of formal lecturing with programmed learning, in the teaching of first year undergraduates reading chemistry is described.In Chapter 1, problems facing early workers, such as Skinner and Crowder, are discussed and the relevance of programmed learning to tertiary level teaching considered. Recent advances in the teaching of science subjects are described, particular attention being paid to the use of programmed methods in chemistry. A review of comparative studies in other disciplines is made with critical comment on experimental designs used. Finally suggestions are made concerning the use of experimental criteria in comparative studies.The second chapter describes the experiments which were carried out but, prior to this, discusses the aims and scope of the research, dealing with such aspects as the selection of the sample, internal and external validity, and the hypothesis to be tested. The problem of experimental design is dealt with at length and details of the two designs chosen (namely Latin square and randomised group) are given. Experiment 1 is then described. Details concerning the topics, teaching methods and tests are given and the results dealt with using analysis of variance. Experiment 2, while of different design from Experiment 1 was carried out to test the same hypothesis the statistical technique in this case being analysis of covariance.Finally analysis of the post -test is carried out by assessing (i) how marks are distributed for experimental and control groups (chi -square) and (ii) which particular behavioural objectives are measured by each question. Suggestions are put forward to explain the experimental results in terms of post -test sensitivity.The concluding chapter consists of a detailed discussion of research into teaching methods concentrating particularly on how results should be interpreted and used. It is suggested that considerable further study is required, and those areas where such study is likely to be fruitful are identified. Finally, it is pointed out that there remains a number of unsolved problems and suggestions for the future solution of these are put forward

The global variation of medical student engagement in teaching: Implications for medical electives.

INTRODUCTION: International medical electives, whereby undergraduates visit an institution in a country other than their own, are a common part of medical training. Visiting students are often asked to provide local teaching, which may be acceptable where the visitor is acting within the bounds of their own competency and the normal practices of both their home and host institutions. However, the extent to which teaching is an accepted student activity globally has not previously been described. This study aims to address this using an international survey approach. METHODS: A voluntary electronic survey, created using the Checklist for Reporting Results of Internet E-Surveys (CHERRIES) framework, was distributed across established international medical student networks. This assessed the involvement of medical students in teaching and the educator training they receive, with the intention of comparing experiences between high-income countries (HICs) and low/middle-income countries (LMICs) to gauge the engagement of both "host" and "visiting" students. RESULTS: 443 students from 61 countries completed the survey, with an equal proportion of respondents from LMICs (49.4%, 219/443) and HICs (50.6%, 224/443). Around two thirds of students reported providing teaching whilst at medical school, with most reporting teaching numerous times a year, mainly to more junior medical students. There was with no significant difference between LMICs and HICs. Around 30 per cent of all medical students reported having received no teacher training, including 40 per cent of those already providing teaching. CONCLUSION: This study suggests that students are engaged in teaching globally, with no difference between HIC and LMIC contexts. However, students are underprepared to act as educators in both settings. Providing teaching as part of an elective experience may be ethically acceptable to both host and home institutions, but needs to be supported by formal training in delivering teaching.NIHR Global Health Research Group on Neurotraum

Distributed Teaching

The central phenomenon that this entry seeks to explore is that people with the job title of “teacher” are almost never the only teachers in a learning transaction, and autodidacts are almost never solely responsible for their own learning. As well as designated teachers and students, text book authors, editors, illustrators, exam boards, curriculum designers, governments, timetablers, classroom designers, architects, learning management system managers, counselors, career advisors, makers of YouTube videos, discussion forums, friends, family, and very many other individuals and groups can and do play an active and often highly significant teaching role in guiding, supporting, and managing the learning process. Online learning, especially when it involves a team of specialists working on a course, makes the distributed nature of the process very visible, and the relative autonomy of online learners makes it more likely that they will seek additional or alternative supports for learning, but virtually all conventional in-person teaching involves multiple teachers too, from peers to textbook authors and, most especially, the learners themselves

A framework for design engineering education in a global context

This paper presents a framework for teaching design engineering in a global context using innovative technologies to enable distributed teams to work together effectively across international and cultural boundaries. The DIDET Framework represents the findings of a 5-year project conducted by the University of Strathclyde, Stanford University and Olin College which enhanced student learning opportunities by enabling them to partake in global, team based design engineering projects, directly experiencing different cultural contexts and accessing a variety of digital information sources via a range of innovative technology. The use of innovative technology enabled the formalization of design knowledge within international student teams as did the methods that were developed for students to store, share and reuse information. Coaching methods were used by teaching staff to support distributed teams and evaluation work on relevant classes was carried out regularly to allow ongoing improvement of learning and teaching and show improvements in student learning. Major findings of the 5 year project include the requirement to overcome technological, pedagogical and cultural issues for successful eLearning implementations. The DIDET Framework encapsulates all the conclusions relating to design engineering in a global context. Each of the principles for effective distributed design learning is shown along with relevant findings and suggested metrics. The findings detailed in the paper were reached through a series of interventions in design engineering education at the collaborating institutions. Evaluation was carried out on an ongoing basis and fed back into project development, both on the pedagogical and the technological approaches

DIDET: Digital libraries for distributed, innovative design education and teamwork. Final project report

The central goal of the DIDET Project was to enhance student learning opportunities by enabling them to partake in global, team based design engineering projects, in which they directly experience different cultural contexts and access a variety of digital information sources via a range of appropriate technology. To achieve this overall project goal, the project delivered on the following objectives: 1. Teach engineering information retrieval, manipulation, and archiving skills to students studying on engineering degree programs. 2. Measure the use of those skills in design projects in all years of an undergraduate degree program. 3. Measure the learning performance in engineering design courses affected by the provision of access to information that would have been otherwise difficult to access. 4. Measure student learning performance in different cultural contexts that influence the use of alternative sources of information and varying forms of Information and Communications Technology. 5. Develop and provide workshops for staff development. 6. Use the measurement results to annually redesign course content and the digital libraries technology. The overall DIDET Project approach was to develop, implement, use and evaluate a testbed to improve the teaching and learning of students partaking in global team based design projects. The use of digital libraries and virtual design studios was used to fundamentally change the way design engineering is taught at the collaborating institutions. This was done by implementing a digital library at the partner institutions to improve learning in the field of Design Engineering and by developing a Global Team Design Project run as part of assessed classes at Strathclyde, Stanford and Olin. Evaluation was carried out on an ongoing basis and fed back into project development, both on the class teaching model and the LauLima system developed at Strathclyde to support teaching and learning. Major findings include the requirement to overcome technological, pedagogical and cultural issues for successful elearning implementations. A need for strong leadership has been identified, particularly to exploit the benefits of cross-discipline team working. One major project output still being developed is a DIDET Project Framework for Distributed Innovative Design, Education and Teamwork to encapsulate all project findings and outputs. The project achieved its goal of embedding major change to the teaching of Design Engineering and Strathclyde's new Global Design class has been both successful and popular with students

Cognitive and Social Help Giving in Online Teaching: An Exploratory Study

While literature suggests that college students may be less reluctant to seek help in online rather than traditional courses, little is known about how online instructors give help in ways that lead to increased student help seeking and academic success. In this study, we used theories and research on learning assistance and scaffolding, teacher immediacy, social presence, and academic help seeking to explore through a cross-case study design how three online instructors differed in their use of cognitive and social supports and how those differences related to student perceptions of support, help seeking, and performance. Primary data sources included all course postings by the instructors, interviews with the instructors, observational field notes on course discussions, student interviews, and final student grades. Archived course documents and student discussion postings were secondary data sources. Data analysis revealed that while all instructors provided cognitive and social support, they varied in their level of questioning, use of direct instruction, support for task structuring, and attention to group dynamics. This variation in teaching presence related to differences across the courses in student perceptions of support, student help seeking in course discussions, and final course grades. Implications for online teaching and suggestions for further research are offered

Distributed Leadership: challenging five generally held assumptions

This article reports on a study exploring a distributed perspective on school leadership through three head teacher case studies conducted in Scottish primary schools. Drawing from a sequence of in-depth, semi-structured and narrative style interviews conducted with each head teacher, as well as from a semi-structured questionnaire and sociometric analysis conducted with staff, the article analyses the experiences and the perceptions of head teachers. The paper finds that in practice, distributed leadership is more complex and challenging than often represented, challenging five generally held assumptions in the theoretical, policy and practice frames. Implications are drawn for educational leadership at both school and system levels