A Methodology for Discovering how to Adaptively Personalize to Users using Experimental Comparisons

We explain and provide examples of a formalism that supports the methodology of discovering how to adapt and personalize technology by combining randomized experiments with variables associated with user models. We characterize a formal relationship between the use of technology to conduct A/B experiments and use of technology for adaptive personalization. The MOOClet Formalism [11] captures the equivalence between experimentation and personalization in its conceptualization of modular components of a technology. This motivates a unified software design pattern that enables technology components that can be compared in an experiment to also be adapted based on contextual data, or personalized based on user characteristics. With the aid of a concrete use case, we illustrate the potential of the MOOClet formalism for a methodology that uses randomized experiments of alternative micro-designs to discover how to adapt technology based on user characteristics, and then dynamically implements these personalized improvements in real time

The implementation and preliminary evaluation of project-based learning in a first year environmental chemistry module

This presentation will outline how Project Based learning (PjBL) has been introduced to teach atmospheric environmental chemistry in the first year of a chemistry degree programme. The motivation was to increase active learning by replacing lecture-centred teaching with student-centred learning, and thereby increasing student engagement. In addition, PjBL enables the development key employability skills such as teamwork, communication and research skills and critical thinking. The curriculum was designed to ensure constructive alignment of learning outcomes, learning activities and assessment. This is consistent with Constructivist learning theory and focuses on learning activities that allow students to create meaning. Research has reported that Problem Based Learning in first year chemistry (Williams et al. 2010) and environmental chemistry (Jansson et al., 2015) has had a positive effect on student learning employability skills Lectures and a workshop (4 hr total) were used to provide some background information on atmospheric pollution problems and the basic principles of atmospheric chemistry. The rest of the topic was then taught in six PjBL sessions (12 hr). Small groups (4-6) were asked to act as a team of research scientists charged with producing an evidence-based report on a specific atmospheric pollution problem. The report required a summary of the science involved, atmospheric concentration data and a critical analysis of potential solutions and progress made so far. The report was used as a formative assessment, feedback on which was designed to help prepare students for the major summative assessment which was a seen exam question based on the evidence-based report. The PjBL sessions provided support on team working, literature searching, data analysis and communication skills as well as time for teams to discuss their individual findings and the production of the group report. These sessions also contained small in-class portfolio-assessments (e.g. mini-presentations, self-reflections) to encourage regular engagement and progress. Each group was required to present preliminary reports on their topic to the rest of the class. Peer-assessment of the presentations was used in providing feedback on communication skills Some preliminary qualitative and quantitative evaluation of the PjBL experience will be presented. Student views were obtained by in-class clicker questions and written self-reflections. 81% of students said they were looking forward to working as part of a team at the beginning but only 50% said they had enjoyed working as part of the team after submitting their final report. Overall students did not necessarily enjoy it they did recognise the value of group work. Performance on seen exam question base on PjBL activity will be compared to previous years’ unseen exam questions based on lecture materia

THE LOCATION AND RESTRUCTURING OF THE UK DEFENCE INDUSTRY: THE CASE OF THE SOUTH WEST

The objective of this thesis is to determine the factors influencing the location of the defence industry in the UK and assess the impact of recent changes at the regional level. Such changes include cuts in defence expenditure and a re-evaluation of the methods of military procurement. The thesis begins with a descriptive analysis of defence markets and an explanation of the way in which the post-war UK defence sector has been supported by a relatively large and stable defence equipment budget. A review of the relevant literature suggests that defence markets are characterised by a number of unique features. The defence literature suggests that only limited data exist which describe the Defence Industrial Base (D.I.B.). However, it appears clear that the majority of defence suppliers are concentrated in the South of the UK. Possible theoretical explanations for this spatial distribution are analysed together with economic explanations for defence industrial agglomerations. The thesis then describes the methodology used to generate new data concerning defence companies based in the South West of England. The methodology comprised a postal questionnaire and telephone interviews with defence company managers. The survey results give rise to a number of important conclusions. Firstly, the defence sector remains less competitive than civilian manufacturing even though the majority of defence firms have significant levels of non-defence turnover. Secondly, restructuring is having distinct effects on the defence industrial base including substantial employment loss. However, medium sized defence firms appear to have been more successful in their response to the restructuring of the sector. The evidence from case studies demonstrate that growth firms appear to rely upon flexible production structures or niches associated with size. Finally, a model of inter-defence firm linkages suggests that firms with higher levels of defence turnover were more likely to have local inputs, local customers and local competitors than firms with lower levels of defence sales. Overall, the thesis confirms the view that the defence industry is a special case and is characterised by a distinct spatial form