10,034 research outputs found
Explicating peer feedback quality and its impact on feedback implementation in EFL writing
IntroductionAlthough it is commonly acknowledged that peer feedback quality is crucial to the success of peer review, there is a lack of consensus on how it could be determined. More importantly, how feedback quality interacts with other factors like feedback features and focus, and ultimately influences peer feedback implementation remains insufficiently investigated.MethodsThe present study examined peer feedback quality and its impact on Chinese students’ feedback implementation in two argumentative writing tasks. Peer feedback quality was measured according to a self-designed two-dimensional measurement scale: accuracy and revision potential.ResultsQuantitative analyses of 5,606 implementable idea units of feedback and 440 writing drafts by 110 students revealed that feedback accuracy was at a medium level and revision potential was at a low level, with accuracy demonstrating stronger predictive power on implementation; the predictive strengths of feedback accuracy and revision potential were strongest when feedback features and focus were considered; the overall peer feedback quality was low and medium-quality feedback was implemented most frequently; feedback quality significantly and most strongly predicted implementation in combination with feedback features and focus.DiscussionThe study highlights the importance of future instructions in training students to provide and implement high-quality feedback with good accuracy and high revision potential
Fed-CPrompt: Contrastive Prompt for Rehearsal-Free Federated Continual Learning
Federated continual learning (FCL) learns incremental tasks over time from
confidential datasets distributed across clients. This paper focuses on
rehearsal-free FCL, which has severe forgetting issues when learning new tasks
due to the lack of access to historical task data. To address this issue, we
propose Fed-CPrompt based on prompt learning techniques to obtain task-specific
prompts in a communication-efficient way. Fed-CPrompt introduces two key
components, asynchronous prompt learning, and contrastive continual loss, to
handle asynchronous task arrival and heterogeneous data distributions in FCL,
respectively. Extensive experiments demonstrate the effectiveness of
Fed-CPrompt in achieving SOTA rehearsal-free FCL performance.Comment: Accepted by FL-ICML 202
Facilitating prosociality through technology: Design to promote digital volunteerism
Volunteerism covers many activities involving no financial rewards for volunteers but which contribute
to the common good. There is existing work in designing technology for volunteerism in HumanComputer Interaction (HCI) and related disciplines that focuses on motivation to improve
performance, but it does not account for volunteer wellbeing. Here, I investigate digital volunteerism
in three case studies with a focus on volunteer motivation, engagement, and wellbeing. My research
involved volunteers and others in the volunteering context to generate recommendations for a
volunteer-centric design for digital volunteerism. The thesis has three aims:
1. To investigate motivational aspects critical for enhancing digital volunteers’ experiences
2. To identify digital platform attributes linked to volunteer wellbeing
3. To create guidelines for effectively supporting volunteer engagement in digital volunteering
platforms
In the first case study I investigate the design of a chat widget for volunteers working in an
organisation with a view to develop a design that improves their workflow and wellbeing. The second
case study investigates the needs, motivations, and wellbeing of volunteers who help medical
students improve their medical communication skills. An initial mixed-methods study was followed by
an experiment comparing two design strategies to improve volunteer relatedness; an important
indicator of wellbeing. The third case study looks into volunteer needs, experiences, motivations, and
wellbeing with a focus on volunteer identity and meaning-making on a science-based research
platform. I then analyse my findings from these case studies using the lens of care ethics to derive
critical insights for design.
The key contributions of this thesis are design strategies and critical insights, and a volunteer-centric
design framework to enhance the motivation, wellbeing and engagement of digital volunteers
Educating Sub-Saharan Africa:Assessing Mobile Application Use in a Higher Learning Engineering Programme
In the institution where I teach, insufficient laboratory equipment for engineering education pushed students to learn via mobile phones or devices. Using mobile technologies to learn and practice is not the issue, but the more important question lies in finding out where and how they use mobile tools for learning. Through the lens of Kearney et al.’s (2012) pedagogical model, using authenticity, personalisation, and collaboration as constructs, this case study adopts a mixed-method approach to investigate the mobile learning activities of students and find out their experiences of what works and what does not work. Four questions are borne out of the over-arching research question, ‘How do students studying at a University in Nigeria perceive mobile learning in electrical and electronic engineering education?’ The first three questions are answered from qualitative, interview data analysed using thematic analysis. The fourth question investigates their collaborations on two mobile social networks using social network and message analysis. The study found how students’ mobile learning relates to the real-world practice of engineering and explained ways of adapting and overcoming the mobile tools’ limitations, and the nature of the collaborations that the students adopted, naturally, when they learn in mobile social networks. It found that mobile engineering learning can be possibly located in an offline mobile zone. It also demonstrates that investigating the effectiveness of mobile learning in the mobile social environment is possible by examining users’ interactions. The study shows how mobile learning personalisation that leads to impactful engineering learning can be achieved. The study shows how to manage most interface and technical challenges associated with mobile engineering learning and provides a new guide for educators on where and how mobile learning can be harnessed. And it revealed how engineering education can be successfully implemented through mobile tools
Foundations for programming and implementing effect handlers
First-class control operators provide programmers with an expressive and efficient
means for manipulating control through reification of the current control state as a first-class object, enabling programmers to implement their own computational effects and
control idioms as shareable libraries. Effect handlers provide a particularly structured
approach to programming with first-class control by naming control reifying operations
and separating from their handling.
This thesis is composed of three strands of work in which I develop operational
foundations for programming and implementing effect handlers as well as exploring
the expressive power of effect handlers.
The first strand develops a fine-grain call-by-value core calculus of a statically
typed programming language with a structural notion of effect types, as opposed to the
nominal notion of effect types that dominates the literature. With the structural approach,
effects need not be declared before use. The usual safety properties of statically typed
programming are retained by making crucial use of row polymorphism to build and
track effect signatures. The calculus features three forms of handlers: deep, shallow,
and parameterised. They each offer a different approach to manipulate the control state
of programs. Traditional deep handlers are defined by folds over computation trees,
and are the original con-struct proposed by Plotkin and Pretnar. Shallow handlers are
defined by case splits (rather than folds) over computation trees. Parameterised handlers
are deep handlers extended with a state value that is threaded through the folds over
computation trees. To demonstrate the usefulness of effects and handlers as a practical
programming abstraction I implement the essence of a small UNIX-style operating
system complete with multi-user environment, time-sharing, and file I/O.
The second strand studies continuation passing style (CPS) and abstract machine
semantics, which are foundational techniques that admit a unified basis for implementing deep, shallow, and parameterised effect handlers in the same environment. The
CPS translation is obtained through a series of refinements of a basic first-order CPS
translation for a fine-grain call-by-value language into an untyped language. Each refinement moves toward a more intensional representation of continuations eventually
arriving at the notion of generalised continuation, which admit simultaneous support for
deep, shallow, and parameterised handlers. The initial refinement adds support for deep
handlers by representing stacks of continuations and handlers as a curried sequence of
arguments. The image of the resulting translation is not properly tail-recursive, meaning some function application terms do not appear in tail position. To rectify this the
CPS translation is refined once more to obtain an uncurried representation of stacks
of continuations and handlers. Finally, the translation is made higher-order in order to
contract administrative redexes at translation time. The generalised continuation representation is used to construct an abstract machine that provide simultaneous support for
deep, shallow, and parameterised effect handlers. kinds of effect handlers.
The third strand explores the expressiveness of effect handlers. First, I show that
deep, shallow, and parameterised notions of handlers are interdefinable by way of typed
macro-expressiveness, which provides a syntactic notion of expressiveness that affirms
the existence of encodings between handlers, but it provides no information about the
computational content of the encodings. Second, using the semantic notion of expressiveness I show that for a class of programs a programming language with first-class
control (e.g. effect handlers) admits asymptotically faster implementations than possible in a language without first-class control
Leading in the digital age: A systematic review on leader traits in the context of e-leadership
Due to the rapid changes in work environments caused by the Covid-19 pandemic, leadership has shifted from face-to-face to virtual contexts. Accordingly, the new challenges require specific e-leader traits. To summarize the divergent scholarly discussion, we conducted a systematic review and identified distal (i.e., personality, cognitive abilities, motives and attitudes, and core beliefs) and proximal (i.e., skills) attributes of e-leaders. Our results show that some traditional leader traits such as technological, communication, motivational, and organizational skills are also important for e-leadership. However, certain traits become increasingly important in virtual contexts: e-leaders need adaptability and risk- taking to deal with constant change, and higher cultural, social, and emotional intelligence to foster collaboration in diversified teams. In addition, digital technologies require particular change management, coaching, and trust-building skills. Our findings contribute to the current discussion on e-leadership and help practitioners train their leaders towards the identified e-leader profile
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Evaluation of a Remote Implementation of the Well-Being Promotion Program with Middle School Students during COVID-19
The COVID-19 pandemic and pivot to emergency remote teaching changed the way in which many students access school-based mental health interventions. Furthermore, the effects of the pandemic heightened distress and decreased life satisfaction amongst many youth, increasing the need for schools to provide targeted mental health supports (Lazarus et al, 2021; Magson et al., 2021). Empirically supported Tier 2 mental health interventions exist (i.e., the Well-Being Promotion Program; Suldo, 2016), but little is known about how these interventions can be adapted and feasibly implemented in remote school contexts. This retrospective case study evaluated the implementation of a remote version of the Well-Being Promotion Program, a targeted positive psychology intervention, with eighth grade students during the COVID-19 pandemic. The study aimed to (1) to describe the co-design process through which a research-practice partnership modified the WBPP for remote delivery and (2) to explore the implementation strategies that influenced the feasibility of implementing the resulting digital version of the WBPP. The study used qualitative data (e.g., meeting notes, interviews and written feedback from providers, students, and caregivers) and quantitative data (e.g., pre-/post-measures, intervention integrity, attendance) to evaluate the co-design process and the feasibility of the adapted WBPP. Through co-design, the intervention was modified to be facilitated via videoconference, to use digital versions of WBPP materials, to use email to share with caregivers the handouts and a recorded version of the information session, to add additional sessions for data collection, and to adapt language to align with school vernacular. Using reflexive thematic analysis (Braun & Clarke, 2006; Braun et al., 2019), themes were constructed from the data to provide insight into the implementation strategies used by the research-practice partnership to influence feasibility. Findings suggest that (a) maintaining the structure of the WBPP, (b) using technology for remote implementation, (c) collaborating through the research-practice partnership, and (d) recognizing the effectiveness of intervention efforts influenced the feasibility of the remote implementation. Lessons learned from this case study suggest that research-practice partnerships can be critical for influencing the feasibility of intervention implementation in local school contexts, especially during novel situations such as the COVID-19 pandemic
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