Socratic flipped classroom : What types of questions and tasks promote learning?

Socratic questioning stresses the importance of questioning for learning. Flipped Classroom pedagogy generates a need for effective questions and tasks in order to promote active learning. This paper describes a project aimed at finding out how different kinds of questions and tasks support students’ learning in a flipped classroom context. In this study, during the flipped courses, both the questions and tasks were distributed together with video recordings. Answers and solutions were presented and discussed in seminars, with approximately 10 participating students in each seminar. Information Systems students from three flipped classroom courses at three different levels were interviewed in focus groups about their perceptions of how different kinds of questions and tasks supported their learning process. The selected courses were organized differently, with various kinds of questions and tasks. Course one included open questions that were answered and presented at the seminar. Students also solved a task and presented the solution to the group. Course two included open questions and a task. Answers and solutions were discussed at the seminars where students also reviewed each other’s answers and solutions. Course three included online single- and multiple choice questions with real-time feedback. Answers were discussed at the seminar, with the focus on any misconceptions. In this paper we categorized the questions in accordance with Wilson (2016) as factual, convergent, divergent, evaluative, or a combination of these. In all, we found that any comprehensible question that initiates a dialogue, preferably with a set of Socratic questions, is perceived as promoting learning. This is why seminars that allow such questions and discussion are effective. We found no differences between the different kinds of Socratic questions. They were seen to promote learning so long as they made students reflect and problematize the questions. To conclude, we found that questions and tasks promote learning when they are answered and solved in a process that is characterized by comprehensibility, variation, repetition and activity.

Reflection Framework - feedback

Expanding the framework for reflection

Using online peer assessment tools to provide feedback and promote learning

A set of slides used for the RAP SIG event on 19 Jan 2017

An Evaluative Model to Assess the Organizational Efficiency in Training Corporations

In an organisation any optimization process of its issues faces increasing challenges and requires new approaches to the organizational phenomenon. Indeed, in this work it is addressed the problematic of efficiency dynamics through intangible variables that may support a different view of the corporations. It focuses on the challenges that information management and the incorporation of context brings to competitiveness. Thus, in this work it is presented the analysis and development of an intelligent decision support system in terms of a formal agenda built on a Logic Programming based methodology to problem solving, complemented with an attitude to computing grounded on Artificial Neural Networks. The proposed model is in itself fairly precise, with an overall accuracy, sensitivity and specificity with values higher than 90 %. The proposed solution is indeed unique, catering for the explicit treatment of incomplete, unknown, or even self-contradictory information, either in a quantitative or qualitative arrangement.

Assessment, Feedback and Technology: Contexts and Case Studies in Bloomsbury

In 2014, the Bloomsbury Learning Environment (BLE) Consortium initiated a wide-ranging, two-year-long research and dissemination project focusing on the use of technology in assessment and feedback. Our aim was to understand and improve processes, practices, opportunities and tools available to the institutional members of the BLE Consortium. From the project, we produced three research papers investigating current practice and 21 case studies describing both technology-enabled pedagogy and technical development. Now presented as a free ebook, co-edited by Leo Havemann and Sarah Sherman, we offer the flavour of the variety and breadth of the BLE’s activities relating to the project theme as a contribution to the education sector’s widening conversation about the interplay of assessment, feedback, pedagogy and technology.

About stabilization of non-minimum phase systems by output feedback

This thesis work has been motivated by an internal benchmark dealing with the output regulation problem of a nonlinear non-minimum phase system in the case of full-state feedback. The system under consideration structurally suffers from finite escape time, and this condition makes the output regulation problem very hard even for very simple steady-state evolution or exosystem dynamics, such as a simple integrator. This situation leads to studying the approaches developed for controlling Non-minimum phase systems and how they affect feedback performances. Despite a lot of frequency domain results, only a few works have been proposed for describing the performance limitations in a state space system representation. In particular, in our opinion, the most relevant research thread exploits the so-called Inner-Outer Decomposition. Such decomposition allows splitting the Non-minimum phase system under consideration into a cascade of two subsystems: a minimum phase system (the outer) that contains all poles of the original system and an all-pass Non-minimum phase system (the inner) that contains all the unavoidable pathologies of the unstable zero dynamics. Such a cascade decomposition was inspiring to start working on functional observers for linear and nonlinear systems. In particular, the idea of a functional observer is to exploit only the measured signals from the system to asymptotically reconstruct a certain function of the system states, without necessarily reconstructing the whole state vector. The feature of asymptotically reconstructing a certain state functional plays an important role in the design of a feedback controller able to stabilize the Non-minimum phase system.

Pratiche di formative assessment per promuovere abilita di comprensione dei testi. Una sperimentazione in una scuola secondaria di primo grado

I dati delle indagini sugli apprendimenti degli studenti in Italia rivelano l’esistenza di fragilità nell’acquisizione di competenze essenziali e di differenze tra i risultati conseguiti. Per innovare la didattica al fine di adeguarla ai bisogni degli studenti, gli esperti di Docimologia caldeggiano l’uso di pratiche di valutazione formativa, o formative assessment (FA). In ambito internazionale diversi studi hanno mostrato l'efficacia di tali prassi, mentre in Italia non esistono ricerche sperimentali finalizzate a studiarne l’impatto sugli apprendimenti. Il progetto è entrato all’interno di quest’ambito di studi per controllare l’efficacia di un insieme di pratiche di FA sull'incremento delle abilità di comprensione dei testi degli studenti. Lo scopo è stato perseguito realizzando una sperimentazione in una scuola secondaria di primo grado che ha coinvolto gli studenti di due classi prime, i quali sono stati suddivisi a metà attraverso tecniche di randomizzazione per formare i due gruppi, sperimentale e di controllo. Dopo aver effettuato una rilevazione iniziale delle abilità di comprensione dei testi degli studenti (pre-test), è stato realizzato con quelli del gruppo sperimentale un intervento composto da 15 incontri di FA della durata di due ore ciascuno. Alla fine, sono state effettuate due rilevazioni finali (post-test) utilizzando sia la stessa prova utilizzata come pre-test sia una prova parallela. È stata calcolata la differenza post-test-pre-test per ogni gruppo ed è stato verificato quanto avesse influito la partecipazione all’intervento sperimentale su tale differenza tramite test non parametrici. I risultati hanno mostrato un incremento di abilità lievemente maggiore nel gruppo sperimentale, se confrontato con quello del gruppo di controllo, anche se questa differenza tra i due gruppi non è statisticamente significativa. Sebbene le analisi non abbiano consentito di rifiutare l’ipotesi nulla, la rilevanza di tale progetto risiede nel tentativo di aprire il dibattito sull’efficacia di prassi di FA sugli apprendimenti degli studenti in Italia.

On the role of AGN feedback in shaping galaxies across cosmic time

Understanding how Active Galactic Nuclei (AGN) shape galaxy evolution is a key challenge of modern astronomy. In the framework where black hole (BH) and galaxy growth are linked, AGN feedback must be tackled both at its “causes” (e.g. AGN-driven winds) and its “effects” (alteration of the gas reservoir in AGN hosts). The most informative cosmic time is z~1-3, at the peak of AGN activity and galaxy buildup, the so-called cosmic noon. The aim of this thesis is to provide new insights regarding some key questions that still remain open in this research field: i) What are the properties of AGN-driven sub-pc scale winds at z>1? ii) Are AGN-driven winds effective in influencing the life of galaxies? iii) Do AGN impact directly on star formation (SF) and gas content of their hosts? I first address AGN feedback as “caught in the act” by studying ultra-fast outflows (UFOs), X-ray AGN-driven winds, in gravitationally lensed quasars. I build the first statistically robust sample of high-z AGN, not preselected based on AGN-driven winds. I derive a first estimate of the high-z UFO detection fraction and measure the UFO duty cycle of a single high-z quasar for the first time. I also address the “effects” of AGN feedback on the life of host galaxies. If AGN influence galaxy growth, then they will reasonably impact the molecular gas reservoir first, and SF as a consequence. Through a comparative study of the molecular gas content in cosmic-noon AGN hosts and matched non-active galaxies (i.e., galaxies not hosting an AGN), we find that the host galaxies of more regular AGN (not selected to be the most luminous) are generally similar to non-active galaxies. However, we report on the possibility of a luminosity effect regulating the efficiency by which AGN might impact on galaxy growth.

Computational modeling of human atrial cardiomyocytes: integration of electro-mechanical & mechano-electric feedback pathways

The cardiomyocytes are very complex consisting of many interlinked non-linear regulatory mechanisms between electrical excitation and mechanical contraction. Thus given a integrated electromechanically coupled system it becomes hard to understand the individual contributor of cardiac electrics and mechanics under both physiological and pathological conditions. Hence, to identify the causal relationship or to predict the responses in a integrated system the use of computational modeling can be beneficial. Computational modeling is a powerful tool that provides complete control of parameters along with the visibility of all the individual components of the integrated system. The advancement of computational power has made it possible to simulate the models in a short timeframe, providing the possibility of increased predictive power of the integrated system. My doctoral thesis is focused on the development of electromechanically integrated human atrial cardiomyocyte model with proper consideration of feedforward and feedback pathways.

A comprehensive study of the AGN feedback cycle in galaxy clusters from high resolution X-ray and radio observations

At the center of galaxy clusters, a dramatic interplay known as feedback cycle occurs between the hot intracluster medium (ICM) and the active galactic nucleus (AGN) of the central galaxy. The footprints of this interplay are evident from X-ray observations of the ICM, where X-ray cavities and shock fronts are associated with radio lobe emission tracing energetic AGN outbursts. While such jet activity reduces the efficiency of the hot gas to cool to lower temperatures, residual cooling can generate warm and cold gas clouds around the central galaxy. The condensed gas parcels can ultimately reach the core of the galaxy and be accreted by the AGN. This picture is the result of tremendous advances over the last three decades. Yet, a deeper understanding of the details of how the heating–cooling regulation is achieved and maintained is still missing. In this Thesis, we delve into key aspects of the feedback cycle. To this end, we leverage high-resolution (sub-arcsecond), multifrequency observations (mainly X-ray and radio) of several top-level facilities (e.g., Chandra, JVLA, VLBA, LOFAR). First, we investigate which conditions trigger a feedback response to gas cooling, by studying the properties of clusters where feedback is just about to start. Then, we focus on the details of how the AGN–ICM interaction progresses by examining cavity and shock heating in the cluster RBS797, an exemplary case of the jet feedback paradigm. Furthermore, we explore the importance of shock heating and the coupling of distinct jet power regimes (i.e., FRII, FRI and FR0 radio galaxies) to the environment. Ultimately, as heating models rely on the connection between the direct evidence (the jets) and the smoking gun (the X-ray cavities) of feedback, we examine the cases in which these two are dramatically misaligned.

Feedback control of underactuated cable-driven parallel robots

In this work an Underactuated Cable-Driven Parallel Robot (UACDPR) that operates in the three dimensional Euclidean space is considered. The End-Effector has 6 degrees of freedom and is actuated by 4 cables, therefore from a mechanical point of view the robot is defined underconstrained. However, considering only three controlled pose variables, the degree of redundancy for the control theory can be considered one. The aim of this thesis is to design a feedback controller for a point-to-point motion that satisfies the transient requirements, and is capable of reducing oscillations that derive from the reduced number of constraints. A force control is chosen for the positioning of the End-Effector, and error with respect to the reference is computed through data measure of several sensors (load cells, encoders and inclinometers) such as cable lengths, tension and orientation of the platform. In order to express the relation between pose and cable tension, the inverse model is derived from the kinematic and dynamic model of the parallel robot. The intrinsic non-linear nature of UACDPRs systems introduces an additional level of complexity in the development of the controller, as a result the control law is composed by a partial feedback linearization, and damping injection to reduce orientation instability. The fourth cable allows to satisfy a further tension distribution constraint, ensuring positive tension during all the instants of motion. Then simulations with different initial conditions are presented in order to optimize control parameters, and lastly an experimental validation of the model is carried out, the results are analysed and limits of the presented approach are defined.

Feedback dos questionários de implantação do Prontuário Eletrônico do Cidadão (PEC) e utilização do E-SUS AB [E-SUS]

Apresentação e discussão do tema. É uma oferta educacional com fim de desenvolver conhecimentos específicos, aprendizagem ativa, provendo troca de experiência e reflexão sobre o cotidiano do trabalho.