The distributed development of quality courses for a virtual university

Although virtual universities are widely touted as a way of competing globally in a post‐compulsory educational market, systems for implementing them are currently underdeveloped The central thesis in this paper is that in order to ensure the quality of the development and delivery of course materials for a virtual university, a collaborative and iterative approach to authoring is required. In this paper, the development of such a process will be discussed The paper is based on experience with a project whose aims included the provision of Masters‐level courses in supply chain management for learners in full‐time employment in small and medium‐sized enterprises (SMEs). The materials developed through the project were required to be academically rigorous, vocationally relevant, and situated in the context of the learners. The project relied on distributed development, with authors based at institutions across the UK and in Europe. This paper focuses on the creation and evolution of the development processes adopted by the project, illustrating these with examples of good and bad practice. Based on these, tensions between quality and resourcing are identified, and implications will be drawn for other teams working on the development of online courses

Henri Temianka Correspondence; (bradley)

This collection contains material pertaining to the life, career, and activities of Henri Temianka, violin virtuoso, conductor, music teacher, and author. Materials include correspondence, concert programs and flyers, music scores, photographs, and books.https://digitalcommons.chapman.edu/temianka_correspondence/1452/thumbnail.jp

LF-PPL: A Low-Level First Order Probabilistic Programming Language for Non-Differentiable Models

We develop a new Low-level, First-order Probabilistic Programming Language (LF-PPL) suited for models containing a mix of continuous, discrete, and/or piecewise-continuous variables. The key success of this language and its compilation scheme is in its ability to automatically distinguish parameters the density function is discontinuous with respect to, while further providing runtime checks for boundary crossings. This enables the introduction of new inference engines that are able to exploit gradient information, while remaining efficient for models which are not everywhere differentiable. We demonstrate this ability by incorporating a discontinuous Hamiltonian Monte Carlo (DHMC) inference engine that is able to deliver automated and efficient inference for non-differentiable models. Our system is backed up by a mathematical formalism that ensures that any model expressed in this language has a density with measure zero discontinuities to maintain the validity of the inference engine.Comment: Published in the proceedings of the 22nd International Conference on Artificial Intelligence and Statistics (AISTATS

Toward a user-oriented analytical approach to learning design

The London Pedagogy Planner (LPP) is a prototype for a collaborative online planning and design tool that supports lecturers in developing, analysing and sharing learning designs. The tool is based on a developing model of the components involved in learning design, and the critical relationships between them. As a decision tool, it makes the pedagogical design explicit as an output from the process, capturing it for testing, redesign, reuse and adaptation by the originator, or by others. The aim is to test the extent to which we can engage lecturers in reflecting on learning design, and make them part of the educational community that discovers how best to use Technology Enhanced Learning (TEL). This paper describes the development of LPP, presents pedagogical benefits of visual representations of learning designs, and proposes an analytical approach to learning design based on these visual representations. The analytical approach is illustrated based on an initial evaluation with the lecturers

Towards a user oriented analytical approach to learning design

The London Pedagogy Planner (LPP) is a prototype for a collaborative online planning and design tool that supports lecturers in developing, analysing and sharing learning designs. The tool is based on a developing model of the components involved in learning design and the critical relationships between them. As a decision tool it makes the pedagogical design explicit as an output from the process, capturing it for testing, redesign, reuse and adaptation by the originator, or by others. The aim is to test the extent to which we can engage lecturers in reflecting on learning design, and make them part of the educational community that discovers how best to use technology‐enhanced learning. This paper describes the development of LPP, presents pedagogical benefits of visual representations of learning designs and proposes an analytical approach to learning design based on these visual representations. The analytical approach is illustrated based on an initial evaluation with a small group of lecturers from two partner institutions

Reliable low-cost fabrication of low-loss Al2O3:Er3+Al_2O_3:Er^{3+} waveguides with 5.4-dB optical gain

A reliable and reproducible deposition process for the fabrication of $Al_2O_3$ waveguides with losses as low as 0.1 dB/cm has been developed. The thin films are grown at ~ 5 nm/min deposition rate and exhibit excellent thickness uniformity within 1% over 50times50 mm2 area and no detectable $OH^{-}$ incorporation. For applications of the $Al_2O_3$ films in compact, integrated optical devices, a high-quality channel waveguide fabrication process is utilized. Planar and channel propagation losses as low as 0.1 and 0.2 dB/cm, respectively, are demonstrated. For the development of active integrated optical functions, the implementation of rare-earth-ion doping is investigated by cosputtering of erbium during the $Al_2O_3$ layer growth. Dopant levels between 0.2-5times $1020 cm^{-3}$ are studied. At $Er^{3+}$ concentrations of interest for optical amplification, a lifetime of the 4I13/2 level as long as 7 ms is measured. Gain measurements over 6.4-cm propagation length in a 700-nm-thick $Al_2O_3:Er^{3+}$ channel waveguide result in net optical gain over a 41-nm-wide wavelength range between 1526-1567 nm with a maximum of 5.4 dB at 1533 n

A3_1 LED Refrigerator

This paper investigates the practicality of using LEDs with an efficiency of 230% as a way of cooling air inside a refrigerator. Using the standard dimensions of a household refrigerator and surrounding the entire surface area with the LEDs, how long would it take to reduce the temperature from 20°C room temperature to 5°C. We found that it would take 14.7 hours