Using student experience to inform the design of an automated feedback system for essay answers

The SAFeSEA project (Supportive Automated Feedback for Short Essay Answers) aims to develop an automated feedback system to support university students as they write summative essays. Empirical studies carried out in the initial phase of the system’s development illuminated students’ approaches to and understandings of the essay-writing process. Findings from these studies suggested that, regardless of their experience of higher education, students consider essay writing as: 1) a sequential set of activities, 2) a process that is enhanced through particular sources of support and 3) a skill that requires the development of personal strategies. Further data collected from tutors offered insight into the feedback and reflection stages of essay writing. These perspectives offer important considerations for the ongoing, iterative development of this automated feedback system and indeed, for any institution developing tools to support students’ writing

Modulation of the extraordinary optical transmission by surface acoustic waves

International audienceThe numerical study of periodically nanostructured metallic films exhibiting extraordinary optical transmission (EOT) deposited onto the top of a piezoelectric material is reported. Surface acoustic waves are generated in the piezoelectric substrate and their influence in the transmission spectrum of the EOT structure is studied. It is shown that low frequency acoustic waves can significantly tune the resonance frequency of the EOT structure

Theory of imaging a photonic crystal with transmission near-field optical microscopy

While near-field scanning optical microscopy (NSOM) can provide optical images with resolution much better than the diffraction limit, analysis and interpretation of these images is often difficult. We present a theory of imaging with transmission NSOM that includes the effects of tip field, tip/sample coupling, light propagation through the sample and light collection. We apply this theory to analyze experimental NSOM images of a nanochannel glass (NCG) array obtained in transmission mode. The NCG is a triangular array of dielectric rods in a dielectric glass matrix with a two-dimensional photonic band structure. We determine the modes for the NCG photonic crystal and simulate the observed data. The calculations show large contrast at low numerical aperture (NA) of the collection optics and detailed structure at high NA consistent with the observed images. We present calculations as a function of NA to identify how the NCG photonic modes contribute to and determine the spatial structure in these images. Calculations are presented as a function of tip/sample position, sample index contrast and geometry, and aperture size to identify the factors that determine image formation with transmission NSOM in this experiment.Comment: 28 pages of ReVTex, 14 ps figures, submitted to Phys. Rev.

Annular aperture arrays: study in the visible region of the electromagnetic spectrum

http://www.opticsinfobase.org/abstract.cfm?URI=ol-30-13-1611Baida and Van Labeke recently proposed a structure that exhibits a supertransmission of light through an array of nanometric coaxial apertures in a metallic film that has been named an annular aperture array (AAA) [Opt. Commun.209, 17 (2002); Phys. Rev. B67, 155314 (2003); J. Microsc.213, 140 (2003)]. We present the first experimental study, to our knowledge, of an AAA structure in the visible region. For technological reasons, the structure under study does not produce a supertransmission of 80% as in Baida and Van Labeke [Opt. Commun.209, 17 (2002)]. We built the nanostructure and experimentally recorded its far-field spectral response. This transmission shows only one broad band with a maximum around lambda=700 nm, giving a maximum efficiency around 17%. A finite-difference time-domain simulation reproduces quite well the obtained transmission spectrum

From Interactive Open Learner Modelling to Intelligent Mentoring: STyLE-OLM and Beyond

STyLE-OLM (Dimitrova 2003 International Journal of Artificial Intelligence in Education, 13, 35–78) presented a framework for interactive open learner modelling which entails the development of the means by which learners can inspect, discuss and alter the learner model that has been jointly constructed by themselves and the system. This paper outlines the STyLE-OLM framework and reflects on the key challenges it addressed: (a) the design of an appropriate communication medium; this was addressed by proposing a structured language using diagrammatic presentations of conceptual graphs; (b) the management of the interaction with the learner; this was addressed by designing a framework for interactive open learner modelling dialogue utilising dialogue games; (c) the accommodation of different beliefs about the learner’s domain model; this was addressed with a mechanism for maintaining different views about the learner beliefs which adapted belief modal logic operators; and (d) the assessment of any resulting improvements in learner model accuracy and learner reflection; this was addressed in a user study with an instantiation of STyLE-OLM for diagnosing a learner’s knowledge of finance concept, as part of a larger project that developed an intelligent system to assist with learning domain terminology in a foreign language. Reviewing follow on work, we refer to projects by the authors’ students and colleagues leading to further extension and adoption of STyLE-OLM, as well as relevant approaches in open learner modelling which have cited the STyLE-OLM framework. The paper points at outstanding research challenges and outlines future a research direction to extend interactive open learner modelling towards mentor-like intelligent learning systems

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