Simplified Distributed Programming with Micro Objects

Developing large-scale distributed applications can be a daunting task. object-based environments have attempted to alleviate problems by providing distributed objects that look like local objects. We advocate that this approach has actually only made matters worse, as the developer needs to be aware of many intricate internal details in order to adequately handle partial failures. The result is an increase of application complexity. We present an alternative in which distribution transparency is lessened in favor of clearer semantics. In particular, we argue that a developer should always be offered the unambiguous semantics of local objects, and that distribution comes from copying those objects to where they are needed. We claim that it is often sufficient to provide only small, immutable objects, along with facilities to group objects into clusters.Comment: In Proceedings FOCLASA 2010, arXiv:1007.499

The Relativity Concept Inventory: development, analysis and results

We report on a concept inventory for special relativity: the development process, data analysis methods, and results from an introductory relativity class. The Relativity Concept Inventory tests understanding of kinematic relativistic concepts. An unusual feature is confidence testing for each question. This can provide additional information; for example high confidence correlated with incorrect answers suggests a misconception. A novel aspect of our data analysis is the use of Monte Carlo simulations to determine the significance of correlations. This approach is particularly useful for small sample sizes, such as ours. Our results include a gender bias that was not present in other assessment, similar to that reported for the Force Concept Inventory

How is The Implementation of Diagnostic Tests in Biology Learning in South Sumatra?

Diagnostic tests have a very important role to provide information about the strengths and weaknesses of students related to a concept to be studied. This study aims to obtain an overview of the implementation of diagnostic tests carried out by Biology teachers in South Sumatra Province using the survey method. This study involved 86 Biology teachers in South Sumatra Province. Samples were taken using the convenience sampling method. Data collection by using e-questionnaire distributed through Google Form. The e-questionnaire consists of 25 questions developed from standard indicators of assessment, including planning, method selection, test instrument development, test implementation, test result management, test results reporting and the implications of these test results in the biology learning process in schools. The results of this study indicate that Biology teachers in South Sumatra have carried out routine diagnostic tests. The development of this diagnostic test instrument has also referred to the learning objectives and the results of the diagnostic test have been used to determine the methods, strategies, and approaches used in the learning process. Although in general the implementation of diagnostic tests in Biology learning is good, but the implementation and management of diagnostic tests that are very close to the learning process is feared will not have a significant effect on the implementation of the learning process in schools

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