Comparison of the effects of inquiry-based cooperative learning and demonstrations in science education

The reported research project involved studying how teaching science using demonstrations, inquiry-based cooperative learning groups, or a combination of the two methods affected sixth grade students’ understanding of air pressure and density. Three different groups of students were each taught the two units using different teaching methods. Group one learned about the topics through both demonstrations and inquirybased cooperative learning, whereas group two only viewed demonstrations, and group three only participated in inquiry-based learning in cooperative learning groups. The study was designed to answer the following two questions: 1. Which teaching strategy works best for supporting student understanding of air pressure and density: demonstrations, inquirybased labs in cooperative learning groups, or a combination of the two? 2. And what effect does the time spent engaging in a particular learning experience (demonstrations or labs) have on student learning? Overall, the data did not provide sufficient evidence that one method of learning was more effective than the others. The results also suggested that spending more time on a unit does not necessarily equate to a better understanding of the concepts by the students. Implications for science instruction are discussed.

Payone : incentive for epidemic protocol-based anonymity system

Anonymity systems maintain the anonymity of communicating nodes by camouflaging them, either with peer nodes generating dummy traffic or with peer nodes participating in the actual communication process. The probability of any adversary breaking down the anonymity of the communicating nodes is inversely proportional to the number of peer nodes participating in the network. Hence to maintain the anonymity of the communicating nodes, a large number of peer nodes are needed. Lack of peer availability weakens the anonymity of any large scale anonymity system. This work proposes PayOne, an incentive based scheme for promoting peer availability. PayOne aims to increase the peer availability by encouraging nodes to participate in the anonymity system by awarding them with incentives and thereby promoting the anonymity strength. Existing incentive schemes are designed for single path based approaches. There is no incentive scheme for multipath based or epidemic based anonymity systems. This work has been specifically designed for epidemic protocols and has been implemented over MuON, one of the latest entries to the area of multicasting based anonymity systems. MuON is a peer-to-peer based anonymity system which uses epidemic protocol for data dissemination. Existing incentive schemes involve paying every intermediate node that is involved in the communication between the initiator and the receiver. These schemes are not appropriate for epidemic based anonymity systems due to the incurred overhead. PayOne differs from the existing schemes because it involves paying a single intermediate node that participates in the network. The intermediate node can be any random node that participates in the communication and does not necessarily need to lie in the communication path between the initiator and the receiver. The light-weight characteristics of PayOne make it viable for large-scale epidemic based anonymity systems.

A PHENOMENOLOGY OF MIMETIC LEARNING AND MULTIMODAL COGNITION: INTEGRATING EXPERIENTIAL KNOWLEDGE INTO PROGRAMS IN RHETORIC, COMPOSITION, AND TECHNICAL COMMUNICATION

My dissertation emphasizes a cognitive account of multimodality that explicitly integrates experiential knowledge work into the rhetorical pedagogy that informs so many composition and technical communication programs. In these disciplines, multimodality is widely conceived in terms of what Gunther Kress calls “socialsemiotic” modes of communication shaped primarily by culture. In the cognitive and neurolinguistic theories of Vittorio Gallese and George Lakoff, however, multimodality is described as a key characteristic of our bodies’ sensory-motor systems which link perception to action and action to meaning, grounding all communicative acts in knowledge shaped through body-engaged experience. I argue that this “situated” account of cognition – which closely approximates Maurice Merleau-Ponty’s phenomenology of perception, a major framework for my study – has pedagogical precedence in the mimetic pedagogy that informed ancient Sophistic rhetorical training, and I reveal that training’s multimodal dimensions through a phenomenological exegesis of the concept mimesis. Plato’s denigration of the mimetic tradition and his elevation of conceptual contemplation through reason, out of which developed the classic Cartesian separation of mind from body, resulted in a general degradation of experiential knowledge in Western education. But with the recent introduction into college classrooms of digital technologies and multimedia communication tools, renewed emphasis is being placed on the “hands-on” nature of inventive and productive praxis, necessitating a revision of methods of instruction and assessment that have traditionally privileged the acquisition of conceptual over experiential knowledge. The model of multimodality I construct from Merleau-Ponty’s phenomenology, ancient Sophistic rhetorical pedagogy, and current neuroscientific accounts of situated cognition insists on recognizing the significant role knowledges we acquire experientially play in our reading and writing, speaking and listening, discerning and designing practices.