Work-related teaching and learning methods to foster generic skills in Higher Education. An Italian experience

open5siWithin the framework of modernisation of higher education systems in Europe, universities are invited to go beyond a knowledge-based perspective focused on disciplinary approaches and to be more concentrated on encouraging generic skills to deal with today’s complex and unpredictable career paths. The literature about Work-Related Learning and Work-Integrated Learning offers evidence to research regarding contributions of work-related experiences to the development of generic skills. The first part of the article presents a literature review carried out following the matching among three main keywords: work-related learning, generic skills, and higher education. Resources focused on the integration/teaching of generic skills in formal curriculum or in co-curriculum work-related activities and they were collected in order to explore the link between work-related learning in higher education and the development of generic skills. The focus is to identify valuable considerations to improve teaching strategies and methods. The second part presents an Italian work-related experience developed within the course of “Organizational Intervention Research Methods,” which involved 22 master’s degree students. The work-related assignment will be described in addition to the content analysis process of the 22 collected texts and the findings about the development of generic skills.openDaniela, Frison; Concetta, Tino; Jonathan, W., Tyner; Monica, FedeliFrison, Daniela; Tino, Concetta; Jonathan, W.; Tyner, ; Fedeli, Monic

Esplorare l’impatto di un Teacher Study Group in una Università Italiana

This study explored the impact of a teacher study group involving twelve senior faculty over a five month period at University of Padova, Italy. The objective was to improve teaching and promote community building by reflecting, sharing and practicing teaching and learning activities within a small group. Theoretically the study is framed from a model of faculty development andtransformative learning theory. Using a qualitative design this study explored what motivated faculty to participate in this group, the benefits of the group experience and the impact group experience on how participants thought about teaching and learning. Findings reveal for this group they had a real passion for teaching and desire to improve their practice. However, despite the power of the learning community change was small, incremental and reflected morein new ideas about teaching and not definitive change. The outcomes of this study have significant implications for faculty development within an Italian higher education setting, such that teacher study groups need to be long term, capitalize on learning through faculty relationships and that the responsibility of change doesn’t reside exclusively within the faculty, the larger institutionalcontext plays a significant role as well.Il presente studio esplora l’impatto di un teacher study group che ha coinvolto 12 professori senior per un periodo di cinque mesi presso l’università di Padova. L’obiettivo è stato quello di migliorare le pratiche didattiche e di promuovere la creazione di una comunità attraverso la riflessione, la condivisione di pratiche di insegnamento e di attività di apprendimento all’interno di un piccolo gruppo. Dal punto di vista teorico lo studio si inserisce nel modello di faculty developmente della teoria trasformativa. Usando un disegno di ricerca qualitativo esplora la motivazione dei docenti a partecipare a questo gruppo, i benefici dell’esperienza in gruppo e l’impatto dell’esperienza stessa sulle loro credenze rispetto all’insegnamento e apprendimento. I risultati rivelano che il gruppo è stato motivato dalla passione per l’insegnamento e dal desiderio di miglioramento delle pratiche. Nonostante il potere esercitato dalla comunità di apprendimento,il cambiamento è stato molto lento, di tipo incrementale e si riflette maggiormente nella elaborazione di nuove idee rispetto all’insegnamento e non in cambiamenti definitivi. I risultati del presente studio hanno delle implicazioni significative nello sviluppo delle competenze del docente universitario in higher education, tra cui la constatazione che un teacher study group dovrebbe avere una durata lunga, capitalizzare l’apprendimento attraverso le relazioni eche la responsabilità del cambiamento non risiede esclusivamente nei docenti, ma l’istituzione in senso ampio gioca un ruolo significativo

Teaching4Learning@Unipd: Promoting Faculty Development and Organizational Development and Change

The purpose of this paper is to explore the challenges of implementing a faculty development program that fosters active learning with a focus on the role of the organizational culture in the change process. The context is the University of Padova which has been promoting a faculty development since 2016. This paper highlights how the university\u2019s historical, institutional and national settings influence how teaching and learning is conceptualized and practiced. In response, implementing an innovative faculty development program requires a multi-prong approach, top down and bottom up, that involves inspiring the faculty, developing institutional buy-in, acquiring monetary investment, and promotion beyond the confines of the university

40 Gbit/s silicon-organic hybrid (SOH) phase modulator

A 40 Gbit/s electro-optic modulator is demonstrated. The modulator is based on a slotted silicon waveguide filled with an organic material. The silicon organic hybrid (SOH) approach allows combining highly nonlinear electro-optic organic materials with CMOS-compatible silicon photonics technology

Silicon-organic hybrid electro-optical devices

Organic materials combined with strongly guiding silicon waveguides open the route to highly efficient electro-optical devices. Modulators based on the so-called silicon-organic hybrid (SOH) platform have only recently shown frequency responses up to 100 GHz, high-speed operation beyond 112 Gbit/s with fJ/bit power consumption. In this paper, we review the SOH platform and discuss important devices such as Mach-Zehnder and IQ-modulators based on the linear electro-optic effect. We further show liquid-crystal phase-shifters with a voltage-length product as low as V pi L = 0.06 V.mm and sub-mu W power consumption as required for slow optical switching or tuning optical filters and devices

100 GHz silicon-organic hybrid modulator

Electro-optic modulation at frequencies of 100 GHz and beyond is important for photonic-electronic signal processing at the highest speeds. To date, however, only a small number of devices exist that can operate up to this frequency. In this study, we demonstrate that this frequency range can be addressed by nanophotonic, silicon-based modulators. We exploit the ultrafast Pockels effect by using the silicon–organic hybrid (SOH) platform, which combines highly nonlinear organic molecules with silicon waveguides. Until now, the bandwidth of these devices was limited by the losses of the radiofrequency (RF) signal and the RC (resistor-capacitor) time constant of the silicon structure. The RF losses are overcome by using a device as short as 500 µm, and the RC time constant is decreased by using a highly conductive electron accumulation layer and an improved gate insulator. Using this method, we demonstrate for the first time an integrated silicon modulator with a 3dB bandwidth at an operating frequency beyond 100 GHz. Our results clearly indicate that the RC time constant is not a fundamental speed limitation of SOH devices at these frequencies. Our device has a voltage–length product of only VπL=11 V mm, which compares favorably with the best silicon-photonic modulators available today. Using cladding materials with stronger nonlinearities, the voltage–length product is expected to improve by more than an order of magnitude

Constraining primordial non-Gaussianity with cosmological weak lensing: shear and flexion

We examine the cosmological constraining power of future large-scale weak lensing surveys on the model of \emph{Euclid}, with particular reference to primordial non-Gaussianity. Our analysis considers several different estimators of the projected matter power spectrum, based on both shear and flexion, for which we review the covariances and Fisher matrices. The bounds provided by cosmic shear alone for the local bispectrum shape, marginalized over $\sigma_8$, are at the level of $\Delta f_\mathrm{NL} \sim 100$. We consider three additional bispectrum shapes, for which the cosmic shear constraints range from $\Delta f_\mathrm{NL}\sim 340$ (equilateral shape) up to $\Delta f_\mathrm{NL}\sim 500$ (orthogonal shape). The competitiveness of cosmic flexion constraints against cosmic shear ones depends on the galaxy intrinsic flexion noise, that is still virtually unconstrained. Adopting the very high value that has been occasionally used in the literature results in the flexion contribution being basically negligible with respect to the shear one, and for realistic configurations the former does not improve significantly the constraining power of the latter. Since the flexion noise decreases with decreasing scale, by extending the analysis up to $\ell_\mathrm{max} = 20,000$ cosmic flexion, while being still subdominant, improves the shear constraints by $\sim 10$ when added. However on such small scales the highly non-linear clustering of matter and the impact of baryonic physics make any error estimation uncertain. By considering lower, and possibly more realistic, values of the flexion intrinsic shape noise results in flexion constraining power being a factor of $\sim 2$ better than that of shear, and the bounds on $\sigma_8$ and $f_\mathrm{NL}$ being improved by a factor of $\sim 3$ upon their combination. (abridged)Comment: 30 pages, 4 figures, 4 tables. To appear on JCA

Substructure lensing in galaxy clusters as a constraint on low-mass sterile neutrinos in tensor-vector-scalar theory: The straight arc of Abell 2390

Certain covariant theories of the modified Newtonian dynamics paradigm seem to require an additional hot dark matter (HDM) component - in the form of either heavy ordinary neutrinos or more recently light sterile neutrinos (SNs) with a mass around 11eV - to be relieved of problems ranging from cosmological scales down to intermediate ones relevant for galaxy clusters. Here we suggest using gravitational lensing by galaxy clusters to test such a marriage of neutrino HDM and modified gravity, adopting the framework of tensor-vector-scalar theory (TeVeS). Unlike conventional cold dark matter (CDM), such HDM is subject to strong phase-space constraints, which allows one to check cluster lens models inferred within the modified framework for consistency. Since the considered HDM particles cannot collapse into arbitrarily dense clumps and only form structures well above the galactic scale, systems which indicate the need for dark substructure are of particular interest. As a first example, we study the cluster lens Abell 2390 and its impressive straight arc with the help of numerical simulations. Based on our results, we outline a general and systematic approach to model cluster lenses in TeVeS which significantly reduces the calculation complexity. We further consider a simple bimodal lens configuration, capable of producing the straight arc, to demonstrate our approach. We find that such a model is marginally consistent with the hypothesis of 11eV SNs. Future work including more detailed and realistic lens models may further constrain the necessary SN distribution and help to conclusively assess this point. Cluster lenses could therefore provide an interesting discriminator between CDM and such modified gravity scenarios supplemented by SNs or other choices of HDM.Comment: 22 pages, 14 figures, 2 tables; minor changes to match accepted versio