11 research outputs found
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Integrating constructive feedback in personalised e-learning
When using e-learning material some students progress readily, others have difficulties. In a traditional classroom the teacher would identify those with difficulties and direct them to additional resources. This support is not easily available within e-learning. A new approach to providing constructive feedback is developed that will enable an e-learning system to identify areas of weakness and provide guidance on further study. The approach is based on the tagging of learning material with appropriate keywords that indicate the contents. Thus if a student performs poorly on an assessment on topic X, there is a need to suggest further study of X and participation in activities related to X such as forums. As well as supporting the learner this type of constructive feedback can also inform other stakeholders. For example a tutor can monitor the progress of a cohort; an instructional designer can monitor the quality of learning objects in facilitating the appropriate knowledge across many learners
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Investigating DLC coating quality according to variations in bias values for 4 different materials having different alloying elements
Bu tez kapsamında; pratik uygulamalar için geliştirilmiş, mekanik, tribolojik, termal ve korozif açıdan iyi özelliklere sahip, elmas benzeri karbon (DLC) ince filmlerin farklı alaşım oranlarına sahip metallere yapışma kalitesi incelenmiştir. DLC kaplama işlemi, PE-CVD prosesinde, iki farklı ‘bias’ parametresi kullanılarak yazılan programlar ile X40CrMoV5-1, 16MnCr5, 304 paslanmaz çelik ve K40XF sert metal malzemelerine uygulanmıştır. Farklı alaşım oranlarına sahip metallerin DLC kaplama kalitesi ve ‘bias’ parametresinin sonuçlara olan etkisi, laboratuvar ortamında yapılan mikroskobik incelemeler ve literatürde yer alan; kaplama kalınlığı, yapışma testi ve mikro sertlik ölçümleri yapılarak analiz edilmiştir. Bu incelemeler sonucunda, farklı alaşım oranlarına sahip metallerin ölçüm sonuçları arasında bir fark görülmemiş olup, farklı alaşım oranlarına sahip metallerin PE-CVD prosesi ile DLC kaplanabildiği gösterilmiştir. Buna paralel ‘bias’ parametresinin sonuçlara olan etkisi incelendiğinde, ‘bias’ parametresinin -200V’tan -250V’a çıkarılması, ortamdaki iyonizasyonu arttırmış olup, DLC kaplamanın daha sert ve daha kalın olmasını sağlamıştır.Diamond like carbon (DLC) thin films are known by having good mechanical, tribological, thermal and corrosive properties for practical applications. Because of these encouraging features, we investigated the capability and the quality of DLC thin film coating to metals with different alloying ratios. DLC coating was applied by using PE-CVD process with two different ‘bias’ parameters on four different materials, which are X40CrMoV5-1, 16MnCr5, 304 stainless steel and K40XF hard metal. The microscope view, coating thickness, adhesion test and micro hardness were investigated, which are commonly mentioned in literature. In order to understand the effects of metals with different alloy ratios and the ‘bias’ parameter change on DLC coating quality. As a summary of these investigations, no difference was observed between metals with different alloy ratios results. Therefore, we can say that, metals with different alloy ratios could be DLC coated by PE-CVD process. Moreover, when the effect of the ‘bias’ parameter on the results was examined, the increase of the ‘bias’ parameter from -200V to -250V, provided increased ionization in the chamber and as a result, it made the DLC coating harder and thicker
Analysis of ill-structured problem solving, mentoring functions, and perceptions of practicum teachers and mentors toward online mentoring in a field-based practicum
This article describes an exploratory study of question prompts and online mentoring (specifically a lateral or peer mentoring experience) in a field-based practicum that focused on teaching ill-structured problem solving of classroom discipline. Data were gathered on 26 in-service practicum teachers through online observations, online journal reports, questionnaires, and reflection logs. Results showed that the practicum teachers were successful in using the approach to plan and implement effective interventions for their students and that they perceived the online mentoring approach as being very beneficial in supporting their learning. A more detail analysis of seven practicum teachers and their mentors indicated that their mentors engaged in eight types of online mentoring functions; the most frequently used were asking practicum teachers to elaborate, and valuing the practicum teachers' contributions. The influence of the mentoring functions on the seven practicum teachers' ill-structured problem solving is also discussed. The study offers evidence that asynchronous online mentoring and question prompts can enhance the professional development of both practicum teachers and mentors by helping them learn about and apply intervention strategies in solving real-world teaching problems. © Springer Science+Business Media, Inc. 2007.link_to_subscribed_fulltex