Bridging distance between actual and potential development: A case of using ICT mediated consultation tool     

D. Ng’ambi  S. Goodman 《Education and Information Technologies》2009,14(1):89-102

It is an ongoing challenge in higher education context to design appropriate learning tasks for students that balances the diversity in student knowledge and variable skills with student’s potential to learn under guidance. Obtaining feedback from students on what they know is made more complicated when students are passive during learning activities. In this paper we report on a project that ran over 2 years in which 67 students (28 in 2005; 39 in 2006) from culturally diverse socio-historical backgrounds used an anonymous knowledge sharing tool, the dynamic frequently asked questions (DFAQ) to engage with authentic learning tasks in an Organisational Learning Module. The module was part of the Organisational Psychology honours degree programme at a higher learning institution. The students used the DFAQ tool to consult with both peers and faculty staff. DFAQ is a special purpose web-based tool with a Short Message Services (SMS) interface. A thematic analysis was conducted on students’ experiences gathered from focus group discussions. Artefacts from DFAQ are also analysed. The paper reports that DFAQ mediated the educator’s access to the students’ level of understanding and the potential to learn under guidance. The DFAQ tool therefore allowed the educator to provide students with appropriate guidance that met individual students’ knowledge gaps. The paper concludes that DFAQ mediated access to the gap between actual and potential development, stimulated knowledge sharing, peer learning and impacted on pedagogical designs of learning tasks.  相似文献   

Characterization and separation of Cryptosporidium and Giardia cells using on-chip dielectrophoresis     

Narayanan Unni H  Hartono D  Yue Lanry Yung L  Mah-Lee Ng M  Pueh Lee H  Cheong Khoo B  Lim KM 《Biomicrofluidics》2012,6(1):12805-1280514

Dielectrophoresis (DEP) has been shown to have significant potential for the characterization of cells and could become an efficient tool for rapid identification and assessment of microorganisms. The present work is focused on the trapping, characterization, and separation of two species of Cryptosporidium (C. parvum and C. muris) and Giardia lambia (G. lambia) using a microfluidic experimental setup. Cryptosporidium oocysts, which are 2-4 μm in size and nearly spherical in shape, are used for the preliminary stage of prototype development and testing. G. lambia cysts are 8–12 μm in size. In order to facilitate effective trapping, simulations were performed to study the effects of buffer conductivity and applied voltage on the flow and cell transport inside the DEP chip. Microscopic experiments were performed using the fabricated device and the real part of Clausius—Mossotti factor of the cells was estimated from critical voltages for particle trapping at the electrodes under steady fluid flow. The dielectric properties of the cell compartments (cytoplasm and membrane) were calculated based on a single shell model of the cells. The separation of C. muris and G. lambia is achieved successfully at a frequency of 10 MHz and a voltage of 3 Vpp (peak to peak voltage).  相似文献   

Aeroelastic load control of large and flexible wind turbines through mechanically driven flaps     

Xing Wei  B. Feng Ng  Xiaowei Zhao 《Journal of The Franklin Institute》2019,356(14):7810-7835

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What Competencies Do Sub-Baccalaureate Degrees Teach? Retrospective Reports from College Graduates     

Chenny Ng  James E. Rosenbaum 《Community College Journal of Research & Practice》2018,42(5):350-361

Sub-baccalaureate degrees represent a growing and distinctive sector of American higher education. However, policymakers and community colleges lack a clear understanding of the specific competencies learned in these programs that are useful in graduates’ careers. In particular, they overlook non-academic skills. This study uses qualitative interviews with sub-baccalaureate degree alumni (n = 98) to elucidate graduates’ perspectives on the range of competencies learned in sub-baccalaureate degree programs. Graduates reported learning several competencies that remained salient in the long term: cognitive processes and strategies, content knowledge, work ethic, self-efficacy, teamwork, and professional skills. In addition, this study analyzes whether disadvantaged students were more likely to report learning certain competencies. By describing a fuller range of valuable non-academic competencies, as well as how different student populations may vary in learning these competencies, this study contributes to a better understanding of sub-baccalaureate degrees’ value. These findings also provide insight for community college faculty, administrators, and/or policymakers seeking to build sub-baccalaureate programs that better prepare students for career success.  相似文献   

An Ontology-Based Binary-Categorization Approach for Recognizing Multiple-Record Web Documents Using a Probabilistic Retrieval Model     

Quan Wang  Yiu-Kai Ng 《Information Retrieval》2003,6(3-4):295-332

The Web contains a tremendous amount of information. It is challenging to determine which Web documents are relevant to a user query, and even more challenging to rank them according to their degrees of relevance. In this paper, we propose a probabilistic retrieval model using logistic regression for recognizing multiple-record Web documents against an application ontology, a simple conceptual modeling approach. We notice that many Web documents contain a sequence of chunks of textual information, each of which constitutes a record. This type of documents is referred to as multiple-record documents. In our categorization approach, a document is represented by a set of term frequencies of index terms, a density heuristic value, and a grouping heuristic value. We first apply the logistic regression analysis on relevant probabilities using the (i) index terms, (ii) density value, and (iii) grouping value of each training document. Hereafter, the relevant probability of each test document is interpolated from the fitting curves. Contrary to other probabilistic retrieval models, our model makes only a weak independent assumption and is capable of handling any important dependent relationships among index terms. In addition, we use logistic regression, instead of linear regression analysis, because the relevance probabilities of training documents are discrete. Using a test set of car-ads and another one for obituary Web documents, our probabilistic model achieves the averaged recall ratio of 100%, precision ratio of 83.3%, and accuracy ratio of 92.5%.  相似文献   

A useful identity in circuit theory     

Yi-Sheng ZhuWai-Kai Chen 《Journal of The Franklin Institute》1993,330(6)

A useful identity expressing the derivative of an unknown variable x_k of X with respect to an entry in the coefficient matrix of a linear system AX = B is presented. If the derivatives of x_k with respect to each entry of A or their combinations are required, then the identity avoids the repeated solution of the linear equations, and may result in a symbolic solution provided A^-1 is known. A method to measure the sensitivity in an n-port linear system is proposed, and its relationships to Kron's method of tearing and Branin's formulae are also discussed.  相似文献   

Pre-service Teachers Teaching Critical Literacy through Microteaching: Possibilities and Constraints     

Chiew Hong Ng 《Changing English: An International Journal of English Teaching》2017,24(1):81-90

In this paper I explore four groups of pre-service teachers’ teaching of critical literacy in microteaching to examine how they translated critical literacy into teaching practice for secondary/upper middle grade students (the role played by peers undergoing microteaching). Firstly I discuss some key concepts and outline the pedagogical framework adopted for teaching critical literacy. I then focus on the pre-service teachers’ microteaching lessons to analyse qualitatively their lesson plans, their reflections on their teaching and the views of their peers regarding their learning of critical literacy. I conclude by assessing the possibilities and constraints of teaching critical literacy through the pedagogical framework and the microteaching context.  相似文献   

What is quality education? How can it be achieved? The perspectives of school middle leaders in Singapore     

Pak Tee Ng 《Educational Assessment, Evaluation and Accountability》2015,27(4):307-322

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Motivating Students to Learn STEM via Engaging Flight Simulation Activities     

Ng  Davy Tsz Kit  Chu  Samuel Kai Wah 《Journal of Science Education and Technology》2021,30(5):608-629

Journal of Science Education and Technology - Aviation is an interdisciplinary subject that has influenced human development over the last century. Learning about aviation exposes students to...  相似文献   

Science teachers' beliefs about curriculum design     

Dr. Derek Cheung  Pun-Hon Ng 《Research in Science Education》2000,30(4):357-375

Teacher beliefs about curriculum design affect the quality of science education in schools, but science researchers know little about the interrelation of beliefs about alternative curriculum designs. This article describes a quantitative study of secondary science teachers' beliefs about curriculum design. A 33-item Science Curriculum Orientation Inventory (SCOI) was developed to measure five distinct orientations to curriculum: academic, cognitive processes, societycentred, humanistic, and technological. Data were collected from 810 integrated science, chemistry, physics, and biology teachers in Hong Kong. A confirmatory factor analysis of teacher responses to the SCOI indicated that science teachers' beliefs about curriculum design had a hierarchical structure; the five distinct curriculum orientations were positively correlated, forming a second-order curriculum, meta-orientation. Physics teachers were less society-oriented than biology, integrated science and chemistry teachers, and integrated science teachers were more humanistic than physics teachers. Although science teachers' beliefs about any of the five alternative curriculum designs did not vary with their teaching experience, the difference between beliefs about the cognitive processes orientation and the humanistic orientation increased when teachers had gained more teaching experience. Implications of these findings are discussed.  相似文献