Convergence Rate For The Ordered Upwind Method

The ordered upwind method (OUM) is used to approximate the viscosity solution of the static Hamilton---Jacobi---Bellman with direction-dependent weights on unstructured meshes. The method has been previously shown to provide a solution that converges to the exact solution, but no convergence rate has been theoretically proven. In this paper, it is shown that the solutions produced by the OUM in the boundary value formulation converge at a rate of at least the square root of the largest edge length in the mesh in terms of maximum error. An example with similar order of numerical convergence is provided.postprin

Embracing imperfection in learning analytics

© 2018 Copyright held by the owner/author(s). Learning Analytics (LA) sits at the confluence of many contributing disciplines, which brings the risk of hidden assumptions inherited from those fields. Here, we consider a hidden assumption derived from computer science, namely, that improving computational accuracy in classification is always a worthy goal. We demonstrate that this assumption is unlikely to hold in some important educational contexts, and argue that embracing computational “imperfection” can improve outcomes for those scenarios. Specifically, we show that learner-facing approaches aimed at “learning how to learn” require more holistic validation strategies. We consider what information must be provided in order to reasonably evaluate algorithmic tools in LA, to facilitate transparency and realistic performance comparisons

Framing Professional Learning Analytics as Reframing Oneself

Central to imagining the future of technology-enhanced professional learning is the question of how data are gathered, analyzed, and fed back to stakeholders. The field of learning analytics (LA) has emerged over the last decade at the intersection of data science, learning sciences, human-centered and instructional design, and organizational change, and so could in principle inform how data can be gathered and analyzed in ways that support professional learning. However, in contrast to formal education where most research in LA has been conducted, much work-integrated learning is experiential, social, situated, and practice-bound. Supporting such learning exposes a significant weakness in LA research, and to make sense of this gap, this article proposes an adaptation of the Knowledge-Agency Window framework. It draws attention to how different forms of professional learning locate on the dimensions of learner agency and knowledge creation. Specifically, we argue that the concept of “reframing oneself” holds particular relevance for informal, work-integrated learning. To illustrate how this insight translates into LA design for professionals, three examples are provided: first, analyzing personal and team skills profiles (skills analytics); second, making sense of challenging workplace experiences (reflective writing analytics); and third, reflecting on orientation to learning (dispositional analytics). We foreground professional agency as a key requirement for such techniques to be used effectively and ethically

Engaging Citizens with Televised Election Debates through Online Interactive Replays

In this paper we tackle the crisis of political trust and public engagement with politics by investigating new methods and tools to watch and take part in televised political debates. The paper presents relevant research at the intersection of citizenship, technologies and government/democracy, and describes the motivation, requirements and design of Democratic Replay, an online interactive video replay platform that offers a persistent, customisable digital space for: (a) members of the public to express their views as they watch online videos of political events; and (b) enabling for a richer collective understanding of what goes on in these complex media events

Scaffolding School Pupils’ Scientific Argumentation with Evidence-Based Dialogue Maps

This chapter reports pilot work investigating the potential of Evidence-based Dialogue Mapping to scaffold young teenagers’ scientific argumentation. Our research objective is to better understand pupils’ usage of dialogue maps created in Compendium to write scientific ex-planations. The participants were 20 pupils, 12-13 years old, in a summer science course for “gifted and talented” children in the UK. Through qualitative analysis of three case studies, we investigate the value of dialogue mapping as a mediating tool in the scientific reasoning process during a set of learning activities. These activities were published in an online learning envi-ronment to foster collaborative learning. Pupils mapped their discussions in pairs, shared maps via the online forum and in plenary discussions, and wrote essays based on their dialogue maps. This study draws on these multiple data sources: pupils’ maps in Compendium, writings in science and reflective comments about the uses of mapping for writing. Our analysis highlights the diversity of ways, both successful and unsuccessful, in which dialogue mapping was used by these young teenagers

Variations in Malaysia’s ‘Iconic Marine Life’ national definitive

Variations in the original sheetlet and the counter sheet of the marine life definitives from 2020 are describe

Mechanical Control of Spin States in Spin-1 Molecules and the Underscreened Kondo Effect

The ability to make electrical contact to single molecules creates opportunities to examine fundamental processes governing electron flow on the smallest possible length scales. We report experiments in which we controllably stretch individual cobalt complexes having spin S = 1, while simultaneously measuring current flow through the molecule. The molecule's spin states and magnetic anisotropy were manipulated in the absence of a magnetic field by modification of the molecular symmetry. This control enabled quantitative studies of the underscreened Kondo effect, in which conduction electrons only partially compensate the molecular spin. Our findings demonstrate a mechanism of spin control in single-molecule devices and establish that they can serve as model systems for making precision tests of correlated-electron theories.Comment: main text: 5 pages, 4 figures; supporting information attached; to appear in Science

A comparison of laboratory, clinical and self-report measures of prospective memory in healthy adults and individuals with brain injury

Individuals with traumatic brain injury (TBI) have demonstrated deficits in prospective memory (PM) functioning when compared to healthy adults. These deficits have been measured using laboratory measures, clinical measures and self-report questionnaires. However, PM has been shown to involve multiple cognitive processes and have a variety of stages. Thus, it is not known if these measures all assess the same aspects of PM. Thus, this study was designed to measure the convergent validity of the three types of PM measures in both healthy adults and individuals with TBI. We aimed to investigate the convergent validity of the three types of tasks in two ways. First, we sought to investigate if the PM deficits experienced by people with TBI are consistent across tasks. And, second, we sought to examine the relationship between the three types of tasks. Results demonstrated that while all three types of measures were sensitive to PM deficits in TBI, there were differences in the aspects/processes of PM being measured. Data from the laboratory measure suggested a specific difficulty with detecting the correct cue. Data from the clinical measure suggested that TBI has a greater effect on time-based cues than event-based cues and that the primary deficit is a prospective intention retrieval deficit rather than the retrospective memory component. In addition, those with TBI did not differ from healthy adults when the time delay was short enough, suggesting that PM is not universally impaired. Data from the self-report questionnaire suggested that those with TBI are more sensitive to difficulties with basic activities of daily living rather than instrumental activities on daily living. These results are discussed in terms of rehabilitation techniques that could focus first on cue detection and use basic activities of daily living as outcome measures