Review on the influence of process parameters in incremental sheet forming

Incremental sheet forming (ISF) is a relatively new flexible forming process. ISF has excellent adaptability to conventional milling machines and requires minimum use of complex tooling, dies and forming press, which makes the process cost-effective and easy to automate for various applications. In the past two decades, extensive research on ISF has resulted in significant advances being made in fundamental understanding and development of new processing and tooling solutions. However, ISF has yet to be fully implemented to mainstream high-value manufacturing industries due to a number of technical challenges, all of which are directly related to ISF process parameters. This paper aims to provide a detailed review of the current state-of-the-art of ISF processes in terms of its technological capabilities and specific limitations with discussions on the ISF process parameters and their effects on ISF processes. Particular attention is given to the ISF process parameters on the formability, deformation and failure mechanics, springback and accuracy and surface roughness. This leads to a number of recommendations that are considered essential for future research effort

Assessing the validity of a learning analytics expectation instrument: A multinational study

To assist Higher Education Institutions in meeting the challenge of limited student engagement in the implementation of Learning Analytics services, the Questionnaire for Student Expectations of Learning Analytics (QSELA) was developed. This instrument contains 12 items, which are explained by a purported two-factor structure of Ethical and Privacy Expectations and Service Expectations. As it stands, however, the QSELA has only been validated with students from UK University students, which is problematic on account of the interest in Learning Analytics extending beyond this context. Thus, the aim of the current work was to assess whether the translated QSELA can be validated in three contexts (an Estonian, a Spanish, and a Dutch University). The findings show that the model provided acceptable fits in both the Spanish and Dutch samples, but was not supported in the Estonian student sample. In addition, an assessment of local fit is undertaken for each sample, which provides important points that need to be considered in future work. Finally, a general comparison of expectations across contexts is undertaken, which are discussed in relation to the General Data Protection Regulation (GDPR, 2018)

Higher education analytics: New trends in program assessments

© 2018, Springer International Publishing AG, part of Springer Nature. End of course evaluations technologies can provide critical analytics that can be used to improve the academic outcomes of almost any university. This paper presents key findings from a study conducted on more than twenty different academic degree-programs, regarding their use of end of course evaluation technology. Data was collected from an online survey instrument, in-depth interviews with academic administrators, and two case studies, one in the US and another in the UAE. The study reveals new trends including sectioning and categorization; questions standardization and benchmarking; alignment with key performance indicators and key learning outcomes; and grouping by course, program outcome, program, college, etc. in addition to those vertical structures, higher education institutions are vertically examining a specific question(s) across

Awareness Is Not Enough: Pitfalls of Learning Analytics Dashboards in the Educational Practice

Presentation at 12th European Conference on Technology enhanced learning (EC-TEL 2017

The TA Framework: Designing Real-time Teaching Augmentation for K-12 Classrooms

Recently, the HCI community has seen increased interest in the design of teaching augmentation (TA): tools that extend and complement teachers' pedagogical abilities during ongoing classroom activities. Examples of TA systems are emerging across multiple disciplines, taking various forms: e.g., ambient displays, wearables, or learning analytics dashboards. However, these diverse examples have not been analyzed together to derive more fundamental insights into the design of teaching augmentation. Addressing this opportunity, we broadly synthesize existing cases to propose the TA framework. Our framework specifies a rich design space in five dimensions, to support the design and analysis of teaching augmentation. We contextualize the framework using existing designs cases, to surface underlying design trade-offs: for example, balancing actionability of presented information with teachers' needs for professional autonomy, or balancing unobtrusiveness with informativeness in the design of TA systems. Applying the TA framework, we identify opportunities for future research and design.Comment: to be published in Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, 17 pages, 10 figure

Opportunities and Challenges in Using Learning Analytics in Learning Design

Educational institutions are designing, creating and evaluating courses to optimize learning outcomes for highly diverse student populations. Yet, most of the delivery is still monitored retrospectively with summative evaluation forms. Therefore, improvements to the course design are only implemented at the very end of a course, thus missing to benefit the current cohort. Teachers find it difficult to interpret and plan interventions just-in-time. In this context, Learning Analytics (LA) data streams gathered from ‘authentic’ student learning activities, may provide new opportunities to receive valuable information on the students' learning behaviors and could be utilised to adjust the learning design already "on the fly" during runtime. We presume that Learning Analytics applied within Learning Design (LD) and presented in a learning dashboard provide opportunities that can lead to more personalized learning experiences, if implemented thoughtfully. In this paper, we describe opportunities and challenges for using LA in LD. We identify three key opportunities for using LA in LD: (O1) using on demand indicators for evidence based decisions on learning design; (O2) intervening during the run-time of a course; and, (O3) increasing student learning outcomes and satisfaction. In order to benefit from these opportunities, several challenges have to be overcome. We mapped the identified opportunities and challenges in a conceptual model that considers the interaction of LA in LD.SURF Foundation & NRO under the REFLECTOR project grant

Glycoproteins from Insect Cells: Sialylated or Not?

Our growing comprehension of the biological roles of glycan moieties has created a clear need for expression systems that can produce mammalian-type glycoproteins. In turn, this has intensified interest in understanding the protein glycosylation pathways of the heterologous hosts that are commonly used for recombinant glycoprotein expression. Among these, insect cells are the most widely used and, particularly in their role as hosts for baculovirus expression vectors, provide a powerful tool for biotechnology. Various studies of the glycosylation patterns of endogenous and recombinant glycoproteins produced by insect cells have revealed a large variety of O- and N-linked glycan structures and have established that the major processed O- and N-glycan species found on these glycoproteins are (Galβ1,3)GalNAc-O-Ser/Thr and Man3(Fuc)GlcNAc2-N-Asn, respectively. However, the ability or inability of insect cells to synthesize and compartmentalize sialic acids and to produce sialylated glycans remains controversial. This is an important issue because terminal sialic acid residues play diverse biological roles in many glyco-conjugates. While most work indicates that insect cell-derived glycoproteins are not sialylated, some well-controlled studies suggest that sialylation can occur. In evaluating this work, it is important to recognize that oligosaccharide structural determination is tedious work, due to the infinite diversity of this class of compounds. Furthermore, there is no universal method of glycan analysis; rather, various strategies and techniques can be used, which provide gly-cobiologists with relatively more or less precise and reliable results. Therefore, it is important to consider the methodology used to assess glycan structures when evaluating these studies. The purpose of this review is to survey the studies that have contributed to our current view of glycoprotein sialylation in insect cell systems, according to the methods used. Possible reasons for the disagreement on this topic in the literature, which include the diverse origins of biological material and experimental artifacts, will be discussed. In the final analysis, it appears that if insect cells have the genetic potential to perform sialylation of glycoproteins, this is a highly specialized function that probably occurs rarely. Thus, the production of sialylated recombinant glycoproteins in the baculovirus-insect cell system will require metabolic engineering efforts to extend the native protein glycosylation pathways of insect cells