From 'Plodder' to 'Creative':feedback in teacher education

This article discusses the case study of four student teachers, examining the ways in which a particular kind of feedback—namely, confirmatory feedback—can act as a catalyst for some of the learning and potential change student teachers in a teaching practice group may experience on an initial teacher education programme. It illustrates how one piece of confirmatory feedback given to the student teacher, Jake, during post-observation feedback sessions has been influential not just for him but also for his peers. The article shows how this kind of feedback can be particularly effective when it is specific and detailed. It also exemplifies confirmatory feedback and considers the implications of such feedback for the field of teacher education.

Raman gain and random distributed feedback generation in nitrogen doped silica core fiber

Recently, the concept of a random distributed feedback (DFB) lasing in optical fibers has been demonstrated [1], A number of different random DFB fiber lasers has been demonstrated so far including tunable, multiwalength, cascaded generation, generation in different spectral bands etc [2-7]. All systems are based on standard low-loss germanium doped silica core fibres having relatively low Rayleigh scattering coefficient. Thus, the typical length of random DFB fiber lasers is in the range from several kilometres to tens of kilometres to accumulate enough random feedback. Here we demonstrate for the first time to our knowledge the random DFB fiber laser based on a nitrogen doped silica core (N-doped) fiber. The fiber has several times higher Rayleigh scattering coefficient compared to standard telecommunication fibres. Thus, the generation is achieved in 500 meters long fiber only. © 2013 IEEE.

NLSE-based modelling of a random distributed feedback fiber laser

Random distributed feedback (DFB) fiber lasers have attracted a great attention since first demonstration [1]. Despite big advance in practical laser systems, random DFB fiber laser spectral properties are far away to be understood or even numerically modelled. Up to date, only generation power could be calculated and optimized numerically [1,2] or analytically [3] within the power balance model. However, spectral and statistical properties of random DFB fiber laser can not be found in this way. Here we present first numerical modelling of the random DFB fiber laser, including its spectral and statistical properties, using NLSE-based model. © 2013 IEEE.

Power optimization of random distributed feedback fiber lasers

We present a comprehensive study of power output characteristics of random distributed feedback Raman fiber lasers. The calculated optimal slope efficiency of the backward wave generation in the one-arm configuration is shown to be as high as ∼90% for 1 W threshold. Nevertheless, in real applications a presence of a small reflection at fiber ends can appreciably deteriorate the power performance. The developed numerical model well describes the experimental data. © 2012 Optical Society of America.

'It’d be useful, but I wouldn’t use it':barriers to university students’ feedback seeking and recipience

For feedback to be effective, it must be used by the receiver. Prior research has outlined numerous reasons why students’ use of feedback is sometimes limited, but there has been little systematic exploration of these barriers. In 11 activity-oriented focus groups, 31 undergraduate Psychology students discussed how they use assessment feedback. The data revealed many barriers that inhibit use of feedback, ranging from students’ difficulties with decoding terminology, to their unwillingness to expend effort. Thematic analysis identified four underlying psychological processes: awareness, cognisance, agency, and volition. We argue that these processes should be considered when designing interventions to encourage students’ engagement with feedback. Whereas the barriers identified could all in principle be removed, we propose that doing so would typically require – or would at least benefit from – a sharing of responsibility between teacher and student. The data highlight the importance of training students to be proactive receivers of feedback.

Power and spectral optimization of random distributed feedback fiber lasers

We present the optimization of power and spectral performances of the random DFB fiber laser using the balance equation set. The numerical results are in good in agreement with experiments. © 2012 OSA.

Narrow-band radiation in the random distributed feedback fiber laser

Narrow-band generation is achieved in random distributed feedback (RDFB) fiber laser by using narrow-band filters in the center of a distributed cavity. The resulting line-width of ∼0.1 nm is 10 times less than line-width in classical random distributed feedback fiber laser. Spectral properties can be optimized further. © 2012 OSA.

Random distributed feedback Raman fiber laser operating in a 1.2 μm wavelength range

The random distributed feedback fiber laser operating via the stimulated Raman scattering and random distributed feedback based on the Rayleigh scattering is demonstrated in the 1.2 μm frequency band. The RDFB fiber laser generates at 1174 nm up to 2.4 W of output power with corresponding slope efficiency more than 30%. The output radiation has the spectral shape similar to the conventional Raman fiber lasers and spectral width less than 1.7 nm. © 2011 Pleiades Publishing, Ltd.

Effect of Rayleigh-scattering distributed feedback on multiwavelength Raman fiber laser generation

We experimentally demonstrate a Raman fiber laser based on multiple point-action fiber Bragg grating reflectors and distributed feedback via Rayleigh scattering in an ∼22-km-long optical fiber. Twenty-two lasing lines with spacing of ∼100 GHz (close to International Telecommunication Union grid) in the C band are generated at the watt level. In contrast to the normal cavity with competition between laser lines, the random distributed feedback cavity exhibits highly stable multiwavelength generation with a power-equalized uniform distribution, which is almost independent on power. © 2011 Optical Society of America.

Cascaded random distributed feedback Raman fiber laser operating at 1.2 μm

We demonstrate a CW random distributed feedback Raman fiber laser operating in a 1.2 μm spectral band. The laser generates up to 3.8 W of the quasi-CW radiation at 1175 nm with the narrow spectrum of 1 nm. Conversion efficiency reaches 60%. Up to 1 W is generated at the second Stokes wavelength of 1242 nm. It is shown that the generation spectrum of RDFB Raman fiber laser is much narrower than the spectrum in the system without a weak random feedback. © 2011 Optical Society of America.

Effect of Rayleigh-scattering distributed feedback on multiwavelength Raman fiber laser generation

We experimentally demonstrate a Raman fiber laser based on multiple point-action fiber Bragg grating (FBG) reflectors and distributed feedback via Rayleigh scattering in a ∼22 km long optical fiber. Twenty two lasing lines with spacing of ∼100 GHz (close to ITU grid) in C-band are generated at Watts power level. In contrast to the normal cavity with competition between laser lines, the random distributed feedback cavity exhibits highly stable multiwavelength generation with a power-equalized uniform distribution which is almost independent on power. The current set up showing the capability of generating Raman gain of about 100-nm wide giving the possibility of multiwavelength generation at different bands. © 2011 SPIE.

‘Let’s talk about feedback’:an exploration of academic feedback practices in pharmacy education

Feedback is considered one of the most effective mechanisms to aid learning and achievement (Hattie and Timperley, 2007). However, in past UK National Student Surveys, perceptions of academic feedback have been consistently rated lower by final year undergraduate students than other aspects of the student experience (Williams and Kane, 2009). For pharmacy students in particular, Hall and colleagues recently reported that almost a third of students surveyed were dissatisfied with feedback and perceived feedback practice to be inconsistent (Hall et al, 2012). Aims of the Workshop: This workshop has been designed to explore current academic feedback practices in pharmacy education across a variety of settings and cultures as well as to create a toolkit for pharmacy academics to guide their approach to feedback. Learning Objectives: 1. Discuss and characterise academic feedback practices provided by pharmacy academics to pharmacy students in a variety of settings and cultures. 2. Develop academic feedback strategies for a variety of scenarios. 3. Evaluate and categorise feedback strategies with use of a feedback matrix. Description of Workshop Activities: Introduction to workshop and feedback on pre-reading exercise (5 minutes). Activity 1: A short presentation on theoretical models of academic feedback. Evidence of feedback in pharmacy education (10 minutes). Activity 2: Discussion of feedback approaches in participants’ organisations for differing educational modalities. Consideration of the following factors will be undertaken: experiential v. theoretical education, formative v. summative assessment, form of assessment and the effect of culture (20 minutes, large group discussion). Activity 3: Introduction of a feedback matrix (5 minutes). Activity 4: Development of an academic feedback toolkit for pharmacy education. Participants will be divided into 4 groups and will discuss how to provide effective feedback for 2 scenarios. Feedback strategies will be categorised with the feedback matrix. Results will be presented back to the workshop group (20 minutes, small group discussion, 20 minutes, large group presentation). Summary (10 minutes). Additional Information: Pre-reading: Participants will be provided with a list of definitions for academic feedback and will be asked to rank the definitions in order of perceived relevance to pharmacy education. References Archer, J. C. (2010). State of the science in health professional education: effective feedback. Medical education, 44(1), 101-108. Hall, M., Hanna, L. A., & Quinn, S. (2012). Pharmacy Students’ Views of Faculty Feedback on Academic Performance. American journal of pharmaceutical education, 76(1). Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. Medina, M. S. (2007). Providing feedback to enhance pharmacy students’ performance. American Journal of Health-System Pharmacy, 64(24), 2542-2545.

Noise-induced standing waves in oscillatory systems with time-delayed feedback

In oscillatory reaction-diffusion systems, time-delay feedback can lead to the instability of uniform oscillations with respect to formation of standing waves. Here, we investigate how the presence of additive, Gaussian white noise can induce the appearance of standing waves. Combining analytical solutions of the model with spatio-temporal simulations, we find that noise can promote standing waves in regimes where the deterministic uniform oscillatory modes are stabilized. As the deterministic phase boundary is approached, the spatio-temporal correlations become stronger, such that even small noise can induce standing waves in this parameter regime. With larger noise strengths, standing waves could be induced at finite distances from the (deterministic) phase boundary. The overall dynamics is defined through the interplay of noisy forcing with the inherent reaction-diffusion dynamics.

Effect of Rayleigh-scattering distributed feedback in multi-wavelength and tunable Raman fibre lasers

We have demonstrated that a random distributed feedback based on the Rayleigh scattering provides very flat power-versus-wavelength characteristics both in tunable and multiwavelength ultra-long fibre lasers. © 2011 Optical Society of America.