Implications for the scheduling of theory versus application in learning

This paper presents the findings of an experiment which looked at the effects of performing applied tasks (action learning) prior to the completion of the theoretical learning of these tasks (explanation-based learning), and vice-versa. The applied tasks took the form of laboratories for the Object-Oriented Analysis and Design (OOAD) course, theoretical learning was via lectures.

Can hypermedia aided learning (HAL) deliver?

This paper presents the results of a research project aimed at evaluating (HAL) as a mode of course delivery. More specifically the paper will deal with: • Developing a hypermedia courseware for students studying research methods; and • Evaluating hypermedia courseware as a method of delivery against traditional methods. This paper concentrates on pedagogical issues regarding computer aided learning and reports that this research gives tentative indications that hypermedia based learning (either through CD-ROM or the, as means of course delivery could be as effective as traditional modes of course delivery.

Capturing teachers' experience of learning design through case studies

This article distinguishes three dimensions to learning design: a technological infrastructure, a conceptual framework for practice that focuses on the creation of structured sequences of learning activities, and a way to represent and share practice through the use of mediating artefacts. Focusing initially on the second of these dimensions, the article reports the key findings from an exploratory study, eLIDA CAMEL. This project examined a hitherto under-researched aspect of learning design: what teachers who are new to the domain perceive to be its value as a framework for practice in the design of both flexible and classroom-based learning. Data collection comprised 13 case studies constructed from participants' self-reports. These suggest that providing students with a structured sequence of learning activities was the major value to teachers. The article additionally discusses the potential of such case studies to function as mediating artefacts for practitioners who are considering experimenting with learning design.

A case study of the effectiveness of the electronic survey as a research tool for measuring students' experience of e-learning

This paper uses a case study approach to consider the effectiveness of the electronic survey as a research tool to measure the learner voice about experiences of e-learning in a particular institutional case. Two large scale electronic surveys were carried out for the Student Experience of e-Learning (SEEL) project at the University of Greenwich in 2007 and 2008, funded by the UK Higher Education Academy (HEA). The paper considers this case to argue that, although the electronic web-based survey is a convenient method of quantitative and qualitative data collection, enabling higher education institutions swiftly to capture multiple views of large numbers of students regarding experiences of e-learning, for more robust analysis, electronic survey research is best combined with other methods of in-depth qualitative data collection. The advantages and disadvantages of the electronic survey as a research method to capture student experiences of e-learning are the focus of analysis in this short paper, which reports an overview of large-scale data collection (1,000+ responses) from two electronic surveys administered to students using surveymonkey as a web-based survey tool as part of the SEEL research project. Advantages of web-based electronic survey design include flexibility, ease of design, high degree of designer control, convenience, low costs, data security, ease of access and guarantee of confidentiality combined with researcher ability to identify users through email addresses. Disadvantages of electronic survey design include the self-selecting nature of web-enabled respondent participation, which tends to skew data collection towards students who respond effectively to email invitations. The relative inadequacy of electronic surveys to capture in-depth qualitative views of students is discussed with regard to prior recommendations from the JISC-funded Learners' Experiences of e-Learning (LEX) project, in consideration of the results from SEEL in-depth interviews with students. The paper considers the literature on web-based and email electronic survey design, summing up the relative advantages and disadvantages of electronic surveys as a tool for student experience of e-learning research. The paper concludes with a range of recommendations for designing future electronic surveys to capture the learner voice on e-learning, contributing to evidence-based learning technology research development in higher education.

Association for Learning Technology Annual Survey 2014 Data and Report

This is the first report from ALT’s new Annual Survey launched in December 2014. This survey was primarily for ALT members (individual or at an organisation which is an organisational member) it could however also be filled in by others, perhaps those interested in taking out membership. The report and data highlight emerging work areas that are important to the survey respondents. Analysis of the survey responses indicates a number of areas ALT should continue to support and develop. Priorities for the membership are ‘Intelligent use of learning technology’ and ‘Research and practice’, aligned to this is the value placed by respondent’s on by communication via the ALT Newsletter/News, social media and Research in Learning Technology. The survey also reveals ‘Data and Analytics’ and ‘Open Education’ are areas where the majority of respondents are finding are becoming increasingly important. As such our community may benefit from development opportunities ALT can provide. The survey is also a reminder that ALT has an essential role in enabling members to develop research and practice in areas which might be considered as minority interest. For example whilst the majority of respondents didn't indicate areas such as ‘Digital and Open Badges’, and ‘Game Based Learning’ as important there are still members who consider these areas are very significant and becoming increasingly valuable and as such ALT will continue to better support these groups within our community. Whilst ALT has conducted previous surveys of ALT membership this is the first iteration in this form. ALT has committed to surveying the sector on an annual basis, refining the core question set but trying to preserve an opportunity for longitudinal analysis.

Education in J.J. Rousseau: a methodological antecedent of competence based teaching

Taking into account the huge repercussion and influence that J.J. Rousseau has had on modern pedagogy, the recent tercentenary of his birth is a good opportunity to think about his outstanding relevance nowadays. This paper is a theoretical and educative research developed with an analytic and comparative hermeneutical method. The main objective is to show how some concepts of his philosophy of education have a great similarity with certain changes that the present competency based teaching is demanding, so it could be considered its methodological background. In order to achieve this objective this exposure has been divided in three parts. The first part is an analysis of Rousseau's educational theory as developed in the first three books of the Emilio, in which one of the main themes is self experience-based learning, fostering self-sufficiency, curiosity and the motivation for learning. Rousseau proposed as a method the negative education, which requires, among other conditions, a constant monitoring of the learner by the tutor. In the second part, a brief summary of the most relevant changes and characteristics of competency-based teaching is developed, as well as its purpose. The student’s participation and activity are highlighted within their own learning process through the carrying out of tasks. The new educational model involves a radical change in the curriculum, in which it is highlighted the transformation of the methodology used in the classroom as well as the role of the teacher. Finally, the aim of the third part is to offer a comparative synthesis of both proposals grouping the parallelisms found in 4 topics: origin of the two models, its aims, methodology, and change in the teaching roles.

A novel method of embedding distributed optical fiber sensor for structural health monitoring

A distributed optical fiber sensor based on Brillouin scattering (BOTDR or BOTDA) can measure and monitor strain and temperature generated along optical fiber. Because it can measure in real-time with high precision and stability, it is quite suitable for health monitoring of large-scale civil infrastructures. However, the main challenge of applying it to structural health monitoring is to ensure it is robust and can be repaired by adopting a suitable embedding method. In this paper, a novel method based on air-blowing and vacuum grouting techniques for embedding long-distance optical fiber sensors was developed. This method had no interference with normal concrete construction during its installation, and it could easily replace the long-distance embedded optical fiber sensor (LEOFS). Two stages of static loading tests were applied to investigate the performance of the LEOFS. The precision and the repeatability of the LEOFS were studied through an overloading test. The durability and the stability of the LEOFS were confirmed by a corrosion test. The strains of the LEOFS were used to evaluate the reinforcing effect of carbon fiber reinforced polymer and thereby the health state of the beams.

An Efficient LS-SVM-Based Method for Fuzzy System Construction

This paper proposes an efficient learning mechanism to build fuzzy rule-based systems through the construction of sparse least-squares support vector machines (LS-SVMs). In addition to the significantly reduced computational complexity in model training, the resultant LS-SVM-based fuzzy system is sparser while offers satisfactory generalization capability over unseen data. It is well known that the LS-SVMs have their computational advantage over conventional SVMs in the model training process; however, the model sparseness is lost, which is the main drawback of LS-SVMs. This is an open problem for the LS-SVMs. To tackle the nonsparseness issue, a new regression alternative to the Lagrangian solution for the LS-SVM is first presented. A novel efficient learning mechanism is then proposed in this paper to extract a sparse set of support vectors for generating fuzzy IF-THEN rules. This novel mechanism works in a stepwise subset selection manner, including a forward expansion phase and a backward exclusion phase in each selection step. The implementation of the algorithm is computationally very efficient due to the introduction of a few key techniques to avoid the matrix inverse operations to accelerate the training process. The computational efficiency is also confirmed by detailed computational complexity analysis. As a result, the proposed approach is not only able to achieve the sparseness of the resultant LS-SVM-based fuzzy systems but significantly reduces the amount of computational effort in model training as well. Three experimental examples are presented to demonstrate the effectiveness and efficiency of the proposed learning mechanism and the sparseness of the obtained LS-SVM-based fuzzy systems, in comparison with other SVM-based learning techniques.

Machine learning methods for quantitative structure-property relationship modeling

Tese de doutoramento, Informática (Bioinformática), Universidade de Lisboa, Faculdade de Ciências, 2014

Leading as designing: how educational developers in leadership and management studies can use architectural design to facilitate student learning about delivering innovation

This paper describes a qualitative observational study of how a work based learning masters leadership development programme for middle managers in health and social care in the UK introduced students to key aspects of delivering innovation, through a formative assignment on contemporary architectural design. Action learning and activity theoretical approaches were used to enable students to explore common principles of leading the delivery of innovation. Between 2001 and 2013 a total of 89 students in 7 cohorts completed the assignment. Evaluation lent support for the view that the assignment provided a powerful learning experience for many. Several students found the creativity, determination and dedication of architects, designers and structural engineers inspirational in their ability to translate a creative idea into a completed artefact, deploy resources and negotiate complex demands of stakeholders. Others expressed varying levels of self-empowerment as regards their capacity for fostering an equivalent creativity in self and others. Theoretical approaches in addition to activity theory, including Engeström’s concepts of stabilisation knowledge and possibility knowledge, are discussed to explain these differing outcomes and to clarify the challenges and opportunities for educational developers seeking to utilise cross-disciplinary, creative approaches in curriculum design.

Interactive light and sound table: an EPS@ISEP project

Interactive products are appealing objects in a technology-driven society and the offer in the market is wide and varied. Most of the existing interactive products only provide either light or sound experiences. Therefore, the goal of this project was to develop a product aimed for children combining both features. This project was developed by a team of four thirdyear students with different engineering backgrounds and nationalities during the European Project Semester at ISEP (EPS@ISEP) in 2012. This paper presents the process that led to the development of an interactive sound table that combines nine identical interaction blocks, a control block and a sound block. Each interaction block works independently and is composed of four light emitting diodes (LED) and one infrared (IR) sensor. The control is performed by an Arduino microcontroller and the sound block includes a music shield and a pair of loud speakers. A number of tests were carried out to assess whether the controller, IR sensors, LED, music shield and speakers work together properly and if the ensemble was a viable interactive light and sound device for children.

The European Project Semester at ISEP: Learning to Learn Engineering

The European Project Semester at ISEP (EPS@ISEP) is a one semester project-based learning programme addressed to engineering students from diverse scientific backgrounds and nationalities. The students, organized in multicultural teams, are challenged to solve real world multidisciplinary problems, accounting for 30 ECTU. The EPS package, although focused on project development (20 ECTU), includes a series of complementary seminars aimed at fostering soft, project-related and engineering transversal skills (10 ECTU). This paper presents the study plan, resources, operation and results of the EPS@ISEP that was created in 2011 to apply the best engineering education practices and promote the internationalization of ISEP. The results show that the EPS@ISEP students acquire during one semester the scientific, technical and soft competences necessary to propose, design and implement a solution for a multidisciplinary problem.

An interactive learning approach to accounting classes

This working paper explores the use of interactive learning tools, such as business simulations, to facilitate the active learning process in accounting classes. Although business simulations were firstly introduced in the United States in the 1950s, the vast majority of accounting professors still use traditional teaching methods, based in end-of-chapter exercises and written cases. Moreover, the current students’ generation brings new challenges to the classroom related with their video, game, internet and mobile culture. Thus, a survey and an experimentation were conducted to understand, on one hand, if accounting professors are willing to adjust their teaching methods with the adoption of interactive learning tools and, on the other hand, if the adoption of interactive learning tools in accounting classes yield better academic results and levels of satisfaction among students. Students using more interactive learning approaches scored significantly higher means than others that did not. Accounting professors are clearly willing to try, at least once, the use of an accounting simulator in classes.

A sensitive fibre optic pH sensor using multiple sol–gel coatings

The fabrication and characterization of a fibre optic pH sensor based on evanescent wave absorption is presented. The unclad portion of a multi-mode optical fibre is coated with a pH sensitive dye, which is immobilized by the sol–gel route. The sensitivity of the device has been found to increase when multiple sol–gel coatings are used as the sensing region. The dynamic range and the temporal response of the sensor are investigated for two different dyes, namely bromocresol purple and bromocresol green. The performance of the device is evaluated in terms of the results obtained during actual measurements.

A sensitive fibre optic pH sensor using multiple sol–gel coatings

The fabrication and characterization of a fibre optic pH sensor based on evanescent wave absorption is presented. The unclad portion of a multi-mode optical fibre is coated with a pH sensitive dye, which is immobilized by the sol–gel route. The sensitivity of the device has been found to increase when multiple sol–gel coatings are used as the sensing region. The dynamic range and the temporal response of the sensor are investigated for two different dyes, namely bromocresol purple and bromocresol green. The performance of the device is evaluated in terms of the results obtained during actual measurements