Size and Location Control of Si Nanocrystals at Ion Beam Synthesis in Thin SiO2 Films

Binary collision simulations of high-fluence 1 keV Si ion implantation into 8 nm thick SiO2 films on (001)Si were combined with kinetic Monte Carlo simulations of Si nanocrystal (NC) formation by phase separation during annealing. For nonvolatile memory applications, these simulations help to control size and location of NCs. For low concentrations of implanted Si, NCs form via nucleation, growth and Ostwald ripening, whereas for high concentrations Si separates by spinodal decomposition. In both regimes, NCs form above a thin NC free oxide layer at the SiO2/Si interface. This, self-adjusted layer has just a thickness appropriate for NC charging by direct electron tunneling. Only in the nucleation regime the width of the tunneling oxide and the mean NC diameter remain constant during a long annealing period. This behavior originates from the competition of Ostwald ripening and Si loss to the Si/SiO2 interface. The process simulations predict that, for nonvolatile memories, the technological demands on NC synthesis are fulfilled best in the nucleation regime.Comment: RevTeX4, 3 pages, 3 figures, to be published in Appl. Phys. Let

Culturally-based adaptive learning and concept analytics to guide educational website content integration

In modern learning environments, the lecturer or educational designer is often confronted withmulti-national student cohorts, requiring special consideration regarding language, cultural norms and taboos, religion, and ethics. Through a somewhat provocative example we demonstrate that taking such factors into account can be essential to avoid embarrassment and harm to individual learners' cultural sensibilities and, thus, provide the motivation for finding a solution using a specially designed feature, known as adaptive learning paths, for implementation in Learning Management Systems (LMS). Managing cultural conflicts is achievable by a twofold process. First, a learner profile must be created, in which the specific cultural parameters can be recorded. According to the learner profile,a set of content filter tags can be assigned to the learning path for the relevant students. Example content filter tags may be "no sex" or "nudity ok, but not combined with religion". Second, the LMS must have the functionality to select and present content based on the content filter tags. The design of learning material is presented via a meta-data based repository of learning objects that permits the adaptation of learning paths according to learner profiles, which include the cultural sensibilities in addition to prior knowledge and learning and categorized learning content - a detailed example is given.The drawback of using static or predefined meta-data elements is discussed, suggesting a further refinement via the introduction of dynamic concept analysis to be applied to both learner profiles and learning objects (restricted to text at this stage). An automated method of generating the content filter tags is achieved through the use of the Normalised Word Vector algorithm first developed for Automated Essay Grading system known as MarkIT (R. Williams, 2006). An automated method reduces human effort and ensures consistency.Sophisticated fine-grained dynamic learning path adaptivity is achieved through a detailed design given in the article, helping ensure that learners from a variety of cultural backgrounds can be treated appropriately and fairly and are not disadvantaged or offended by inappropriate learning content and examples

Action-based Learning Assessment Method (ALAM) in Virtual Training Environments

Specialised and high priced simulators for surgical training, chemical labs, and flight training can provide real-world simulation in a safe and risk-free environment, but they are not accessible for the broader community due to costs for technology and availability of experts. Thus, training scenarios shifted to virtual worlds providing access for everyone interested in acquiring skills and knowledge at educational or professional institutions. Even in this context, we still expect a detailed formative feedback as would have been provided by a human trainer during the face to face process. Whilst the literature is focusing on goal-oriented assessment, it neglects the performed actions. In this paper, we present the Action-based Learning Assessment Method (ALAM) that analyses the action-sequences of the learners according to reference solutions by experts and automated formative feedback

Design and integration of an automated assessment laboratory experiences and guide

The aim of the Automated Assessment Laboratory (AAL) being established at the Curtin BusinessSchool (CBS) is to provide lecturers with the opportunity to have essays automatically assessed using MarkIT. This automated essay grading tool is most suited to those units that have large numbers of students. In this contribution, we describe our approach to design and integrate the AAL in the curriculum, report our experiences and provide a guide for other institutions

Virtual worlds as a context suited for information systems education: discussion of pedagogical experience and curriculum design with reference to second life

The context of Information Communication Technology (ICT) is changing dramatically. Today, Web 2.0 applications such as Facebook and MySpace are used ubiquitously in the general population, and Virtual Worlds are becoming increasingly popular in business, for example via simulations in Second Life. However the capacity of Virtual Worlds is underutilised in educational contexts. Educational institutions in general, but especially those offering Information Systems (IS) courses, must keep pace with emerging ICT and social trends or risk becoming irrelevant. Furthermore, there are particular pedagogical advantages in utilising emerging technologies such as Virtual Worlds in IS education. For instance, Second Life offers an intrinsically motivating, safe, and low cost environment in which to learn IS-related skills such as programming, requirements analysis, systems development, project management, and business process modelling. Drawn from the experience of the authors and current innovations in pedagogical research and practice, suggestions are made for curriculum design and implementation of Second Life in IS Education, including: the benefits of blending the real and Virtual Worlds; enhancement of students? intrinsic motivation; industry-relevant skill transfer; and innovative education that transcends traditional pedagogical practices. These points are illustrated with reference to case studies of IS student projects in Second Life from the University of Hamburg and Curtin Business School. Attention is given to current limitations of this emerging technology, regarding hardware, software, and connectivity. Future developments in both the technology and how it is implemented in educational contexts, integrating the real and virtual worlds via emerging technologies, are mentioned

3D Spaces in Software Engineering: From K-12 to Life Long Learning

Despite continuing debate regarding the utility of virtual worlds, their use has continued to pervade the worldwide marketplace. An important consideration is that the current K-12 student cohort comprises digital natives who are clearly the major group of users represented in virtual worlds, either in games or social online communities (Prensky 2001). Increasingly this cohort of students will expect to use virtual worlds to learn, and educators are wise to prepare. Indeed 3D Spaces will likely become one of the major platforms for distant learning as well as for virtual teams of software engineers to both work and socialize. In the context of software engineering, this paper discusses the benefits for early movers to integrate 3D Spaces in the classroom, project meetings and vocational training. The focus is set on life-long learning and the specific methodology of 3D Space integration is demonstrated over all stages - from childhood to the workplace

3D virtual worlds as collaborative communities enriching human endeavours: Innovative applications in e-learning

3D virtual worlds are potent digital ecosystems because the 3D interface simulates real-world environments and the community of users creates a dynamic, real-to-life economy and in-world culture. Some virtual worlds such as Second Life empower users to generate in-world content through object building tools and programming languages; indeed the content in Second Life is entirely user-generated. This promotes a rich culture of innovation surrounding this emerging technology that continually develops the capabilities of the 3D digital ecosystem. The collaborative culture spans both the 3D in-world environment and 2D ecosystems: for example, Web 2.0 applications such as wikis and blogs facilitate support, discussion, and documentation for user-generated innovations. Innovation in 3D digital ecosystems such as Second Life are applied to all domains of human endeavour that exist in the real-world, including recreation, socialisation, commerce, and education. This paper shares the authors professional experience using Second Life in tertiary information systems/science education. Case studies describe the specific applications. They are followed by discussion of the benefits of 3D digital ecosystems for education and suggestions for future research, development, and practice

A large osteoderm-bearing rib from the Upper Triassic Kössen Formation (Norian/Rhaetian) of eastern Switzerland

An important component of the Alpine vertebrate record of Late Triassic age derives from the Kössen Formation, which crops out extensively in the eastern Alps. Here, we present an isolated and only partially preserved large rib, which carries an osteoderm on a low uncinate process. Osteological comparison indicates that the specimen likely belongs to a small clade of marine reptiles, Saurosphargidae. Members of the clade are restricted to the western (today Europe) and eastern margins of the Tethys (today China) and were so far known only from the Anisian stage of the Middle Triassic. The assignment of the new find to cf. Saurosphargidae, with potential affinities to the genus Largocephalosaurus from the Guanling Formation of Yunnan and Guizhou Provinces, China, would extend the occurrence of the clade about 35 million years into the Late Triassic