A Monitoring Language for Run Time and Post-Mortem Behavior Analysis and Visualization

UFO is a new implementation of FORMAN, a declarative monitoring language, in which rules are compiled into execution monitors that run on a virtual machine supported by the Alamo monitor architecture.Comment: In M. Ronsse, K. De Bosschere (eds), proceedings of the Fifth International Workshop on Automated Debugging (AADEBUG 2003), September 2003, Ghent. cs.SE/030902

Learning and interaction in groups with computers: when do ability and gender matter?

In the research reported in this paper, we attempt to identify the background and process factors influencing the effectiveness of groupwork with computers in terms of mathematics learning. The research used a multi-site case study design in six schools and involved eight groups of six mixed-sex, mixed-ability pupils (aged 9-12) undertaking three research tasks – two using Logo and one a database. Our findings suggest that, contrary to other recent research, the pupil characteristics of gender and ability have no direct influence on progress in group tasks with computers. However, status effects – pupils' perceptions of gender and ability – do have an effect on the functioning of the group, which in turn can impede progress for all pupils concerned

On the access to an earth resources data processing system

The Purdue/LARS earth resources data processing system is briefly described. The considerations to which an organization would want to give attention before obtaining a remote terminal to this system are discussed. The support of such a terminal which Purdue/LARS is willing to propose is described

Kaleidoscope JEIRP on Learning Patterns for the Design and Deployment of Mathematical Games: Final Report

Project deliverable (D40.05.01-F)Over the last few years have witnessed a growing recognition of the educational potential of computer games. However, it is generally agreed that the process of designing and deploying TEL resources generally and games for mathematical learning specifically is a difficult task. The Kaleidoscope project, "Learning patterns for the design and deployment of mathematical games", aims to investigate this problem. We work from the premise that designing and deploying games for mathematical learning requires the assimilation and integration of deep knowledge from diverse domains of expertise including mathematics, games development, software engineering, learning and teaching. We promote the use of a design patterns approach to address this problem. This deliverable reports on the project by presenting both a connected account of the prior deliverables and also a detailed description of the methodology involved in producing those deliverables. In terms of conducting the future work which this report envisages, the setting out of our methodology is seen by us as very significant. The central deliverable includes reference to a large set of learning patterns for use by educators, researchers, practitioners, designers and software developers when designing and deploying TEL-based mathematical games. Our pattern language is suggested as an enabling tool for good practice, by facilitating pattern-specific communication and knowledge sharing between participants. We provide a set of trails as a "way-in" to using the learning pattern language. We report in this methodology how the project has enabled the synergistic collaboration of what started out as two distinct strands: design and deployment, even to the extent that it is now difficult to identify those strands within the processes and deliverables of the project. The tools and outcomes from the project can be found at: http://lp.noe-kaleidoscope.org

Improving Faculty Preparation in Research Universities: Insights From The Teagle Foundation's Graduate Student Teaching in the Arts and Sciences (GSTAS) Initiative

This white paper describes findings and lessons learned from site visits to seven GSTAS grantees: Northwestern University, Cornell University, Stanford University, Columbia University, Princeton University, the University of California-Berkeley, and the American Historical Association (AHA). We argue that a key element of success in these programs was their treatment of the development of knowledge and practice in teaching, and the development of knowledge and practice in research, as both similar and synergistic. We also observe that, despite substantial differences in project design, the Teagle projects constituted a graduate-level version of "highimpact practice," such that participants experienced first-hand the kinds of instructional strategies supported by much of the scholarly literature they were reading

Graduate Catalog, 1983-1984 & 1984-1985

https://scholar.valpo.edu/gradcatalogs/1012/thumbnail.jp

Graduate Catalog, 1985-1986

https://scholar.valpo.edu/gradcatalogs/1013/thumbnail.jp

Graduate Catalog, 1986-1987

https://scholar.valpo.edu/gradcatalogs/1014/thumbnail.jp