Net gen or not gen? Student and Staff Evaluations of the use of Podcasts/Audio Files and an Electronic Voting System (EVS) in a Blended Learning Module.

At the authors’ institution, blended learning is defined as “educational provision where high quality e-learning opportunities and excellent campus-based learning are combined or blended in coherent, reflective and innovative ways so that learning is enhanced and choice is increased. Students are at the centre of this vision”. This paper outlines work undertaken to investigate the impact of integrating podcasts/audio file downloads and use of an electronic voting system (EVS) to transform module delivery from a traditional mode to a blended delivery. The purpose being to introduce a measure of flexibility in how, when and where students study; to increase interactivity and engagement in classroom sessions, and to enhance students' learning. The student cohort is diverse in respect of age – the majority or students are direct entry students of the so-called net generation, whilst a significant number of students (35%) are mature students. Would age be an influencing factor on the students’ preference for the learning methods employed, or their willingness or ability to engage with the technologies? An interim student evaluation was undertaken at the midpoint of the taught module, to provide formative, illustrative data to the module leader and teaching team about student opinion of the teaching methods and learning technologies. Given the option of returning to the traditional delivery method, 77.5% of students either “agreed” or “strongly agreed” that the module should continue to run in its blended format. The final evaluation discovered no discernable differences in the behaviour of the direct entry students compared to the mature students. Both groups accessed the podcasts easily, generally at home, and spent longer than if blended learning technologies had not been used. It was discovered that 16% of the mature and 24% of the direct entry students would have preferred lectures to podcasts, although the students were positive about the flexibility offered. Both groups of students were virtually unanimous on the benefits of the EVS to support learning. The teaching team concluded that the blended learning technologies increased the students’ engagement with their learning

Incorporating learning technologies into undergraduate radiography education

Original article can be found at: http://www.sciencedirect.com/science/journal/10788174 Copyright The College of RadiographersThis study investigated the impact of integrating podcasts/audio file downloads and use of an electronic voting system (EVS) on a previously traditionally taught module. Both student (direct entry and mature) and staff satisfaction with the modified structure were evaluated.Peer reviewe

Indium foil with beryllia washer improves transistor heat dissipation

Indium foil, used as an interface material in transistor mountings, greatly reduces the thermal resistance of beryllia washers. This method improves the heat dissipation of power transistors in a vacuum environment

Innovations in College Access: Including Adult Learners, Strengthening Student Success

Outlines the College Access Challenge Grant Program to fund state strategies for improving college access and boosting low-income students' attainment. Examines how states have used the grants so far and suggests including adult learning initiatives

Specifications for ASAP and Saturn simulation system

Specifications for automatic storage and playback /ASAP/ and Saturn simulation computer program, and predicted data tape progra

DEVELOPMENT OF CASE STUDIES FOR THE NAVAL ACADEMY NE 203 ETHICS AND MORAL REASONING FOR NAVAL LEADERS COURSE

This thesis reviews the structure and teaching methods used in the United States Naval Academy’s NE 203 Ethics and Moral Reasoning for Naval Leaders course. We begin with a broad overview of the utility and effectiveness of the case method as a means of instructing undergraduate students in the field of ethics. We then focus on its current implementation in the Naval Academy’s NE 203 course, using interviews with senior faculty to understand the importance of the case method in teaching practical ethics. The culminating products created within this thesis are two ethical case studies, with associated teaching plans, designed for instruction by Naval Academy faculty in the NE 203 ethics course. The first case study narrates the story of Michael Izbicki, a 2008 Naval Academy graduate and designated submarine officer who petitioned for discharge as a conscientious objector upon considering the possibility that his military duty may include launching nuclear-armed weapons against American adversaries. The case study examines the moral tension that one experiences when facing a contradiction between the special obligation incurred by taking the military Oath of Office, and one’s deeply held religious views. The second case study is on when USS Mason was attacked in 2016.Lieutenant, United States NavyCaptain, United States Marine CorpsApproved for public release. Distribution is unlimited

Preparation of ultracold atom clouds at the shot noise level

We prepare number stabilized ultracold clouds through the real-time analysis of non-destructive images and the application of feedback. In our experiments, the atom number ${N\sim10^6}$ is determined by high precision Faraday imaging with uncertainty $\Delta_N$ below the shot noise level, i.e., $\Delta_N <\sqrt{N}$. Based on this measurement, feedback is applied to reduce the atom number to a user-defined target, whereupon a second imaging series probes the number stabilized cloud. By this method, we show that the atom number in ultracold clouds can be prepared below the shot noise level.Comment: Main text: 4 Figures, 4 pages. Supplemental Information: 4 figures, 5 page