The role of pedagogical tools in active learning: a case for sense-making

Evidence from the research literature indicates that both audience response systems (ARS) and guided inquiry worksheets (GIW) can lead to greater student engagement, learning, and equity in the STEM classroom. We compare the use of these two tools in large enrollment STEM courses delivered in different contexts, one in biology and one in engineering. The instructors studied utilized each of the active learning tools differently. In the biology course, ARS questions were used mainly to check in with students and assess if they were correctly interpreting and understanding worksheet questions. The engineering course presented ARS questions that afforded students the opportunity to apply learned concepts to new scenarios towards improving students conceptual understanding. In the biology course, the GIWs were primarily used in stand-alone activities, and most of the information necessary for students to answer the questions was contained within the worksheet in a context that aligned with a disciplinary model. In the engineering course, the instructor intended for students to reference their lecture notes and rely on their conceptual knowledge of fundamental principles from the previous ARS class session in order to successfully answer the GIW questions. However, while their specific implementation structures and practices differed, both instructors used these tools to build towards the same basic disciplinary thinking and sense-making processes of conceptual reasoning, quantitative reasoning, and metacognitive thinking.Comment: 20 pages, 5 figure

Achieving full diversity in multi-antenna two-way relay networks via symbol-based physical-layer network coding

This paper considers physical-layer network coding (PNC) with M-ary phase-shift keying (MPSK) modulation in two-way relay channel (TWRC). A low complexity detection technique, termed symbol-based PNC (SPNC), is proposed for the relay. In particular, attributing to the outer product operation imposed on the superposed MPSK signals at the relay, SPNC obtains the network-coded symbol (NCS) straightforwardly without having to detect individual symbols separately. Unlike the optimal multi-user detector (MUD) which searches over the combinations of all users’ modulation constellations, SPNC searches over only one modulation constellation, thus simplifies the NCS detection. Despite the reduced complexity, SPNC achieves full diversity in multi-antenna relay as the optimal MUD does. Specifically, antenna selection based SPNC (AS-SPNC) scheme and signal combining based SPNC (SC-SPNC) scheme are proposed. Our analysis of these two schemes not only confirms their full diversity performance, but also implies when SPNC is applied in multi-antenna relay, TWRC can be viewed as an effective single-input multiple-output (SIMO) system, in which AS-PNC and SC-PNC are equivalent to the general AS scheme and the maximal-ratio combining (MRC) scheme. Moreover, an asymptotic analysis of symbol error rate (SER) is provided for SC-PNC considering the case that the number of relay antennas is sufficiently large