Confirmatory feedback in teacher education:an instigator of student teacher learning

This book examines the intricacies of the discourse of post-observation feedback that student teachers receive following group teaching practice. In particular, the author explores confirmatory feedback as an instigator of student teacher learning, and examines the potential links between feedback and change. The book will be of specific interest to researchers, teacher educators and other professionals involved in feedback-giving settings.

CW lasing in a telecom fibre due to the random distributed feedback via Rayleigh scattering

We demonstrate a fibre laser with a mirrorless cavity that operates via Rayleigh scattering amplified through the Raman effect. The properties of such random distributed feedback laser appear different from those of both traditional random lasers and conventional fibre lasers. ©2010 IEEE.

Multi-wavelength ultra-long Raman fibre laser based on Rayleigh-scattering feedback

We experimentally demonstrate a Raman fiber laser with linear cavity based on point-action fibre Bragg grating reflectors and random distributed feedback via Rayleigh scattering in the long fibre providing stable multiple wavelengths (close to ITU grid) output at Watts level. ©2010 IEEE.

Control of pattern formation by time-delay feedback with global and local contributions

We consider the suppression of spatiotemporal chaos in the complex GinzburgLandau equation by a combined global and local time-delay feedback. Feedback terms are implemented as a control scheme, i.e., they are proportional to the difference between the time-delayed state of the system and its current state. We perform a linear stability analysis of uniform oscillations with respect to space-dependent perturbations and compare with numerical simulations. Similarly, for the fixed-point solution that corresponds to amplitude death in the spatially extended system, a linear stability analysis with respect to space-dependent perturbations is performed and complemented by numerical simulations. © 2010 Elsevier B.V. All rights reserved.

Le rôle du cervelet et du feedback cutané dans la préhension digitale

Thèse numérisée par la Direction des bibliothèques de l'Université de Montréal.

Évaluation formative d'un projet "Chef Santé" dans deux communautés cries de la Baie James : Eastmain et Mistissini

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

Effect of Performance Feedback on Perceived Knowledge and Likelihood to Pursue Continuing Education

The purpose of this study was to assess the effect of performance feedback on Athletic Trainers’ (ATs) perceived knowledge (PK) and likelihood to pursue continuing education (CE). The investigation was grounded in the theories of “the definition of the situation” (Thomas & Thomas, 1928) and the “illusion of knowing,” (Glenberg, Wilkinson, & Epstein, 1982) suggesting that PK drives behavior. This investigation measured the degree to which knowledge gap predicted CE seeking behavior by providing performance feedback designed to change PK. A pre-test post-test control-group design was used to measure PK and likelihood to pursue CE before and after assessing actual knowledge. ATs (n=103) were randomly sampled and assigned to two groups, with and without performance feedback. Two independent samples t-tests were used to compare groups on the difference scores of the dependent variables. Likelihood to pursue CE was predicted by three variables using multiple linear regression: perceived knowledge, pre-test likelihood to pursue CE, and knowledge gap. There was a 68.4% significant difference (t101= 2.72, p=0.01, ES=0.45) between groups in the change scores for likelihood to pursue CE because of the performance feedback (Experimental group=13.7% increase; Control group= 4.3% increase). The strongest relationship among the dependent variables was between pre-test and post-test measures of likelihood to pursue CE (F2,102=56.80, p<0.01, r=0.73, R2=0.53). The pre- and post-test predictive relationship was enhanced when group was included in the model. In this model [YCEpost=0.76XCEpre-0.34 Xgroup+2.24+E], group accounted for a significant amount of unique variance in predicting CE while the pre-test likelihood to pursue CE variable was held constant (F3,102=40.28, p<0.01,: r=0.74, R2=0.55). Pre-test knowledge gap, regardless of group allocation, was a linear predictor of the likelihood to pursue CE (F1,102=10.90, p=.01, r=.31, R2=.10). In this investigation, performance feedback significantly increased participants’ likelihood to pursue CE. Pre-test knowledge gap was a significant predictor of likelihood to pursue CE, regardless if performance feedback was provided. ATs may have self-assessed and engaged in internal feedback as a result of their test-taking experience. These findings indicate that feedback, both internal and external, may be necessary to trigger CE seeking behavior.

Vibrational Feedback Training System for Use with SEMG Controlled Powered Prostheses

Loss of limb results in loss of function and a partial loss of freedom. A powered prosthetic device can partially assist an individual with everyday tasks and therefore return some level of independence. Powered upper limb prostheses are often controlled by the user generating surface electromyographic (SEMG) signals. The goal of this thesis is to develop a virtual environment in which a user can control a virtual hand to safely grasp representations of everyday objects using EMG signals from his/her forearm muscles, and experience visual and vibrotactile feedback relevant to the grasping force in the process. This can then be used to train potential wearers of real EMG controlled prostheses, with or without vibrotactile feedback. To test this system an experiment was designed and executed involving ten subjects, twelve objects, and three feedback conditions. The tested feedback conditions were visual, vibrotactile, and both visual and vibrotactile. In each experimental exercise the subject attempted to grasp a virtual object on the screen using the virtual hand controlled by EMG electrodes placed on his/her forearm. Two metrics were used: score, and time to task completion, where score measured grasp dexterity. It was hypothesized that with the introduction of vibrotactile feedback, dexterity, and therefore score, would improve and time to task completion would decrease. Results showed that time to task completion increased, and score did not improve with vibrotactile feedback. Details on the developed system, the experiment, and the results are presented in this thesis.

Supply Chain Resilience? Definition of concept and its formative elements.

The objective of this paper is to conceptualize Supply Chain Resilience (SCRes) and identify which supply chain capabilities can support the containment of disruptions and how these capabilities affect SCRes. Through a systematic and structured review of literature, this paper provides insights into the conceptualization and research methodological background of the SCM field. A total of one hundred and thirty four carefully selected refereed journal articles were systematically analyzed leading to the introduction of a novel definition for SCRes, which the authors view as the as “the ability to proactively plan and design the Supply Chain network for anticipating unexpected disruptive (negative) events, respond adaptively to disruptions while maintaining control over structure and function and transcending to a post-event robust state of operations, if possible, more favorable than the one prior to the event, thus gaining competitive advantage”. Finally, a critical examination of existing conceptual frameworks for understanding the relationships between the SCRes concept and its identified formative elements, is taking place.

The Formative Stage of Picasso in Galicia

This article recognizes the importance of Picasso’s brief five year stay in A Coruña, being the place where he began his artistic studies. Through the narration of the events experienced by the artist in Galicia, the objective of this text is to compare his work at that time with his later paintings. In both stages one can appreciate similarities in composition and the use of colour.

Literary Translation Teaching: Methodological and Formative Proposals

This essay deals with the teaching of literary translation in a university context from a methodological perspective. The study is firstly framed within the PACTE principles regarding the acquisition of translation competences; then, we proceed to analyze and discuss three relevant aspects to the practice and the teaching of literary translation: i) the approach to style; ii) the explicit differentiation between dialogue and narration; and iii) some issues related to the literary translation market. In order to achieve the proposed objectives, the essay is widely illustrated with translation examples taken from the classroom.

Bootcamp EMMA MOOC Assessment for learning in practice

Formative assessment or assessment for learning is a relevant theme for teachers and educationalists. Formative assessment is a valuable tool for supporting the learning process. It is applied during learning and offers you more and better opportunities to guide your students. Formative assessment allows for more individual and/or personalised guidance. In this MOOC Assessment for learning in practice we will provide you with theory and guidelines for knowledge construction on the topic of formative assessment while offering support in designing assessments that can be applied as a tool for learning and training of competences. In this MOOC you can learn what formative assessment is, learn to differentiate between summative and formative assessment, and how formative assessment can contribute to the learning of your pupils or students. Design of rubrics, the role and functions of feedback, the use of technology for formative assessment are the topics of the MOOC.

Het effect van formele en informele feedback op het innovatievermogen van organisaties

Little attention in literature so far has been given to the impact of feedback on organizational development and change. As well as the impact of feedback on the innovation power of organizations. The capacity of innovation of organizations however may be seen as a crucial capacity of organizations to survive in competitive markets. Prior studies towards the impacts of feedback have more often analyzed formal and informal feedback separately, other than analyzing them together in one study. This master thesis develops and explores a model to assess the possible impact of both formal and informal feedback on the capacity of innovation within organizations. The master thesis is the closing assignment of a Master Study Management at the Open Universiteit Nederland. The general question of the single-case study is: What is the impact of formal and informal feedback on the capacity of innovation of companies? The explored model in the study is a combination of the model of Lawson and Samson (2001) about the capacity of innovation and the framework model of Pitkänen and Lukka (2011) about formal and informal feedback. The single-case study is performed at Yellowbrick, a Dutch company which offers consumers an online parking service, suitable for the use on smartphones. The single-case study is performed twofold by semi-structured interviews and a survey. Although conclusions may not be generalized, because of the limitations of the study and the particularly small investigated group, some findings may be suitable for further investigation. In the study was found that feedback has an impact on the capacity of innovation. Formal feedback scored higher than informal feedback when asked about the impact on the capacity of innovation. The study also found multiple ‘new’ kinds of feedback used by organizations, other than the more ‘traditional’ forms of feedback, such as team meetings and bilateral meetings. Further on was analyzed that when employees find themselves more involved in the process of an innovation, they also seem to score the organization higher on the capacity of this innovation.

Nurturing communities of inquiry: A formative study of the DojoIBL platform

Full paper presented at EC-TEL 2016

Exploring the mobile structural assessment tool: Concept maps for learning website: Concept Maps for Learning Website

In this paper, we describe how the pathfinder algorithm converts relatedness ratings of concept pairs to concept maps; we also present how this algorithm has been used to develop the Concept Maps for Learning website (www.conceptmapsforlearning.com) based on the principles of effective formative assessment. The pathfinder networks, one of the network representation tools, claim to help more students memorize and recall the relations between concepts than spatial representation tools (such as Multi- Dimensional Scaling). Therefore, the pathfinder networks have been used in various studies on knowledge structures, including identifying students’ misconceptions. To accomplish this, each student’s knowledge map and the expert knowledge map are compared via the pathfinder software, and the differences between these maps are highlighted. After misconceptions are identified, the pathfinder software fails to provide any feedback on these misconceptions. To overcome this weakness, we have been developing a mobile-based concept mapping tool providing visual, textual and remedial feedback (ex. videos, website links and applets) on the concept relations. This information is then placed on the expert concept map, but not on the student’s concept map. Additionally, students are asked to note what they understand from given feedback, and given the opportunity to revise their knowledge maps after receiving various types of feedback.