A Controlled Study of the Flipped Classroom With Numerical Methods for Engineers

Recent advances in technology and ideology have unlocked entirely new directions for education research. Mounting pressure from increasing tuition costs and free, online course offerings are opening discussion and catalyzing change in the physical classroom. The flipped classroom is at the center of this discussion. The flipped classroom is a new pedagogical method, which employs asynchronous video lectures, practice problems as homework, and active, group-based problem-solving activities in the classroom. It represents a unique combination of learning theories once thought to be incompatible—active, problem-based learning activities founded upon constructivist schema and instructional lectures derived from direct instruction methods founded upon behaviorist principles. The primary reason for examining this teaching method is that it holds the promise of delivering the best from both worlds. A controlled study of a sophomore-level numerical methods course was conducted using video lectures and model-eliciting activities (MEAs) in one section (treatment) and traditional group lecture-based teaching in the other (comparison). This study compared knowledge-based outcomes on two dimensions: conceptual understanding and conventional problem-solving ability. Homework and unit exams were used to assess conventional problem-solving ability, while quizzes and a conceptual test were used to measure conceptual understanding. There was no difference between sections on conceptual under- standing as measured by quizzes and concept test scores. The difference between average exam scores was also not significant. However, homework scores were significantly lower by 15.5 percentage points (out of 100), which was equivalent to an effect size of 0.70. This difference appears to be due to the fact that students in the MEA/video lecture section had a higher workload than students in the comparison section and consequently neglected to do some of the homework because it was not heavily weighted in the final course grade. A comparison of student evaluations across the sections of this course revealed that perceptions were significantly lower for the MEA/video lecture section on 3 items (out of 18). Based on student feedback, it is recommended that future implementations ensure tighter integration between MEAs and other required course assignments. This could involve using a higher number of shorter MEAs and more focus on the early introduction of MEAs to students

Методика використання мобільних Інтернет-пристроїв у формуванні загальнопрофесійної складової компетентності бакалавра електромеханіки в моделюванні технічних об'єктів

The article describes the components of methods of using mobile Internet devices in the formation of the general professional component of bachelor in electromechanics competency in modeling of technical objects: using various methods of representing models; solving professional problems using ICT; competence in electric machines and critical thinking. On the content of learning academic disciplines “Higher mathematics”, “Automatic control theory”, “Modeling of electromechanical systems”, “Electrical machines” features of use are disclosed for Scilab, SageCell, Google Sheets, Xcos on Cloud in the formation of the general professional component of bachelor in electromechanics competency in modeling of technical objects. It is concluded that it is advisable to use the following software for mobile Internet devices: a cloud-based spreadsheets as modeling tools (including neural networks), a visual modeling systems as a means of structural modeling of technical objects; a mobile computer mathematical system used at all stages of modeling; a mobile communication tools for organizing joint modeling activities.У статті описані компоненти методики використання мобільних Інтернет-пристроїв при формуванні загально професійної складової компетентності бакалавра електромеханіки в моделюванні технічних об'єктів: використання різних методів подання моделей; розв'язання професійних задач за допомогою ІКТ; компетентність в електричних машинах та критичне мислення. На змісіт навчальних дисциплін "Вища математика", "Теорія автоматичного управління&quot", "Моделювання електромеханічних систем", "Електричні машини"; розкриті особливості використання Scilab, SageCell, Google Sheets, Xcos on Cloud при формуванні загальнопрофесійної складової компетентності бакалавра електромеханіки в моделюванні технічних об'єктів. Зроблено висновок, що доцільно використовувати таке програмне забезпечення мобільних Інтернет-пристроїв: хмаро зорієнтовані електронні таблиці як засіб моделювання (включаючи нейронні мережі), системи візуального моделювання як засіб структурного моделювання технічних об'єктів; мобільні комп'ютерні математичні системи, що використовується на всіх етапах моделювання; мобільні комунікаційні засоби для організації спільної діяльності з моделювання

Surveying communities of users of MATLAB and clone languages

MATLAB is a computing environment and programming language known for allowing intricate matrix manipulations and plotting of functions and data. However, MATLAB and its clone languages such as GNU Octave had, until recently, limitations as regards support to modularity. Only in 2008 did MATLAB’s support to object-orientation seem to stabilise. Due to these being relatively recent improvements, the community’s adaptation to them has not yet been documented by way of a thorough and conclusive statistical anal ysis. It was, therefore, unknown to which extent these new capabilities have integrated the community, which is precisely what we proposed to bring to light. To our knowledge, no previous work distinguished and categorised the different sub communities that, together, form the community of users of MATLAB or any of its clones. These should be distinguishable according to the purpose for which they program, their field of work and their levels of expertise with each feature of these languages, among many other factors. This thesis contributes with a structured survey analysis resulting in a stratification of the community of users of MATLAB and its clone languages. Through an empirical study in the form of an online questionnaire, which received 212 valid responses, the study enables a better grasp on how the community uses these languages and for what purposes. Additionally, it provides an understanding of some of the users’ practices and typical behaviours with programming, and more specifically with the languages in question. During the planning stages of the survey instrument, its validity was thoughtfully considered. Later, after the instrument was administered, the internal consistency was measured. Combined with an adequate sample size and diversity in the participants, this ensures that the study presents statistically significant results and implications.O MATLAB é um ambiente de computação e uma linguagem de programação que é conhecida por permitir cálculos complexos de matrizes e construção de gráficos. Contudo, o MATLAB e os seus clones como o GNU Octave tinham, até recentemente, algumas limitações quanto ao seu suporte a modularidade. Apenas em 2008 é que o MATLAB conseguiu estabilizar o seu suporte a orientação por objetos. Devido a estas melhorias serem relativamente recentes, a adaptação da comunidade a estes recursos não foi ainda documentada através de uma análise estatística minuciosa e conclusiva. É, desta forma, desconhecido o ponto até que estas novas capacidades foram absorvidas pela comunidade, o que é precisamente o que nós nos propusemos a evidenciar. Não existem trabalhos realizados anteriormente que, do nosso conhecimento, tenham distinguido e categorizado as diferentes sub-comunidades que, juntas, formam a comunidade de utilizadores de MATLAB ou qualquer um dos seus clones. Estas devem ser possíveis de distinguir pela razão por que programam, pelos seus ramos de trabalho e pelos seus níveis de aptidão com cada um destes recursos, entre muitos outros fatores. Esta tese contribui com uma pesquisa estatística estruturada, da qual resulta uma estratificação da comunidade de utilizadores de MATLAB e dos seus clones. Através de um estudo empírico na forma de um questionário online, em que foram obtidas 212 respostas válidas, o estudo proporciona uma melhor compreensão da forma como a comunidade utiliza estas linguagens e com que objetivos. Além disso, proporciona um melhor entendimento dos hábitos e dos comportamentos típicos dos utilizadores, não só com as linguagens em questão, mas com programação de modo geral. Durante a fase de planeamento do instrumento de pesquisa, a validade do mesmo foi ponderada. Mais tarde, após o instrumento ter sido posto em prática, a consistência interna foi calculada. Em combinação com um número adequado de respostas e com a diversidade dos participantes, isto faz com que o estudo apresente resultados e implicações estatisticamente significativo

Mathematics in Undergraduate Study Programs: Challenges for Research and for the Dialogue between Mathematics and Didactics of Mathematics

The topic of undergraduate mathematics is of considerable concern for mathematicians in universities, but also for those teaching mathematics as part of undergraduate studies other than mathematics, for employers seeking to employ a mathematically skilled workforce, and for teacher education. Different countries have made and continue to make massive efforts to improve the quality of mathematics education across all age ranges, with most of the research undertaken particularly at the school level. A growing number of mathematicians and mathematics educators now see the need for undertaking interdisciplinary research and collaborative reflections around issues at the tertiary level. The conference aimed to share research results and experiences as a background to establishing a scientific community of mathematicians and mathematics educators whose concern is the theoretical reflection, the research-based empirical investigation, and the exchange of best-practice examples of mathematics education at the tertiary level. The focus of the conference was mathematics education for mathematics, engineering and economy majors and for future mathematics teachers

Simulation of networks of spiking neurons: A review of tools and strategies

We review different aspects of the simulation of spiking neural networks. We start by reviewing the different types of simulation strategies and algorithms that are currently implemented. We next review the precision of those simulation strategies, in particular in cases where plasticity depends on the exact timing of the spikes. We overview different simulators and simulation environments presently available (restricted to those freely available, open source and documented). For each simulation tool, its advantages and pitfalls are reviewed, with an aim to allow the reader to identify which simulator is appropriate for a given task. Finally, we provide a series of benchmark simulations of different types of networks of spiking neurons, including Hodgkin-Huxley type, integrate-and-fire models, interacting with current-based or conductance-based synapses, using clock-driven or event-driven integration strategies. The same set of models are implemented on the different simulators, and the codes are made available. The ultimate goal of this review is to provide a resource to facilitate identifying the appropriate integration strategy and simulation tool to use for a given modeling problem related to spiking neural networks.Comment: 49 pages, 24 figures, 1 table; review article, Journal of Computational Neuroscience, in press (2007