Book reviews     

Robin Richardson  Angel Diego Marquez 《Prospects》1984,14(4):551-557

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Soft approaches to information access on the Web: An introduction to the special issue     

Enrique Herrera-Viedma  Guy De Tré  Slawomir Zadrozny  Jose Angel Olivas 《Information processing & management》2012

Soft Computing (SC) tools present a great potential in real-life problems related with engineering, industrial applications, medicine, finances, etc. In this special issue we present a set of seven papers that report original research about the use of SC techniques to solve the problems in the field of information access on the Web.  相似文献   

A Study of the Use of Ontologies for Building Computer-Aided Control Engineering Self-Learning Educational Software     

Isaías García  Carmen Benavides  Héctor Alaiz  Angel Alonso 《Journal of Science Education and Technology》2013,22(4):589-601

This paper describes research on the use of knowledge models (ontologies) for building computer-aided educational software in the field of control engineering. Ontologies are able to represent in the computer a very rich conceptual model of a given domain. This model can be used later for a number of purposes in different software applications. In this study, domain ontology about the field of lead–lag compensator design has been built and used for automatic exercise generation, graphical user interface population and interaction with the user at any level of detail, including explanations about why things occur. An application called Onto-CELE (ontology-based control engineering learning environment) uses the ontology for implementing a learning environment that can be used for self and lifelong learning purposes. The experience has shown that the use of knowledge models as the basis for educational software applications is capable of showing students the whole complexity of the analysis and design processes at any level of detail. A practical experience with postgraduate students has shown the mentioned benefits and possibilities of the approach.  相似文献   

Conservation of stained glass windows with protective glazing: Main results from the European VIDRIO research programme     

Adriana Bernardi  Francesca Becherini  Marco Verità  Patrick Ausset  Maura Bellio  Ulrike Brinkmann  Helene Cachier  Anne Chabas  Felix Deutsch  Marie-Pierre Etcheverry  Franco Geotti Bianchini  Ricardo H.M. Godoi  Velichka Kontozova-Deutsch  Roger Lefèvre  Tiziana Lombardo  Peter Mottner  Chiara Nicola  Isabelle Pallot-Frossard  René Van Grieken 《Journal of Cultural Heritage》2013,14(6):527-536

The methodology of protecting the European stained glass windows against environmental risk (e.g. meteorological factors, air pollution, microorganisms) by means of an external glazing is not new. In spite of many scientific studies carried out in the last 20 years, some questions were still up for discussion. The European VIDRIO (2002–2005) project gave an answer to these questions. The research carried out by the different project partners established a new multidisciplinary approach aimed at evaluating the efficiency of the protective glazing systems and their effects on stained glass windows conservation, and finally at assessing the most appropriate strategy to preserve stained glass windows. Scientific results showed that the so-called isothermal glazing (i.e. ventilation by the air coming from the inside of the building) protected efficiently the ancient stained glass window from environmental attack (i.e. rain, pollutants, condensation, thermal shocks) with very limited secondary effects. The scientific research highlighted that its efficiency was strongly related to the technical design of the protective system. In particular, the ventilation and the size of the interspace had to be carefully considered. The research developed within the VIDRIO project was turned into general recommendations to the owners and practitioners on the best practice for the stained glass windows future conservation.  相似文献   

Adaptation and evaluation of a learning analytics dashboard to improve academic support at three Latin American universities     

Julio Guerra  Margarita Ortiz-Rojas  Miguel Angel Zúñiga-Prieto  Eliana Scheihing  Alberto Jiménez  Tom Broos  Tinne De Laet  Katrien Verbert 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):973-1001

Despite the success of academic advising dashboards in several higher educational institutions (HEI), these dashboards are still under-explored in Latin American HEI's. To close this gap, three different Latin American universities adapted an existing advising dashboard, originally deployed at the KU Leuven to their own context. In all three cases, the context was the main ruling factor to these adaptations. In this paper, we describe these adaptions using a framework that focuses on four different elements of the context: Objectives, Stakeholders, Key moment and Interactions. Evaluation of the adapted dashboards in the three different Latin American universities is conducted through pilots. This evaluation shows the value of the dashboard approach in different contexts in terms of satisfaction, usefulness and impact in academic decision-making and advising tasks. The main contribution of this paper is the systematic reporting of the adaptations to an academic advising dashboard and showing the value of an academic advising dashboard on academic decision-making and advising tasks.  相似文献   

The Use of Different Translation Devices to Analyze Knowledge-Building in a University Chemistry Classroom     

Barreto  Lucas Passos  Rodrigues  Adriana Araújo Dutra  de Oliveira  Giordanna Camilla Bié  de Almeida  Laila Thayanne Gomes  Felix  Matheus Augusto Campelo  Silva  Penha de Souza  Quadros  Ana Luiza  Macedo  Andrea Mara  Mortimer  Eduardo Fleury 《Research in Science Education》2021,51(1):135-152

Research in Science Education - This research draws on Legitimation Code Theory (LCT) to understand the epistemic dimension of the higher education classroom discourse of a professor who is well...  相似文献   

The effects of various mastery criteria on student performance and attitude in a mastery-oriented course     

Robert A. Reiser  Marcy P. Driscoll  Dale S. Farland  Adriana Vergara  Martin C. Tessmer 《Educational technology research and development : ETR & D》1986,34(1):31-38

The purpose of this study was to determine the effects of various mastery criteria on student performance and attitude in a course in which mastery learning strategies were employed. Undergraduates in an introductory course in educational psychology were randomly assigned to one of three treatments—one in which mastery criteria gradually increased from 70% to 90%, a second in which mastery criteria gradually decreased from 90% to 70%, or a third in which mastery criteria remained constant at 80%. Results indicated that although the high mastery criterion (90%) had a positive effect on some aspects of quiz performance, it did not have an effect on final examination performance. Results also indicated that students preferred that mastery criteria remain constant during a semester. These findings, when examined in light of previous research, call into question some prior notions regarding the levels at which mastery criteria should be set.  相似文献   

The effects of ascending,descending, and fixed criteria on student performance and attitude in a mastery-oriented course     

Robert A. Reiser  Marcy P. Driscoll  Adriana Vergara 《Educational technology research and development : ETR & D》1987,35(4):195-202

This study examined whether the criteria for mastering unit quizzes in a mastery-oriented course should increase, decrease, or remain fixed across units. Subjects were randomly assigned to one of three treatments, one in which mastery criteria on unit quizzes gradually increased, a second in which mastery criteria gradually decreased, and a third in which mastery criteria remained fixed. Results indicated that students in the fixed criterion condition proceeded through the course at the steadiest pace and performed better than the other students on the unit quizzes they mastered. In addition, the vast majority of subjects indicated that they preferred the fixed criterion condition. These results strengthen the notion that the level of performance expected of students in a mastery-oriented course should not vary across units.  相似文献   

FísicActiva: applying active learning strategies to a large engineering lecture     

Adriana Auyuanet  Helena Modzelewski  Silvia Loureiro  Daniel Alessandrini  Marina Míguez 《European Journal of Engineering Education》2018,43(1):55-64

This paper presents and analyses the results obtained by applying Active Learning techniques in overcrowded Physics lectures at the University of the Republic, Uruguay. The course referred to is Physics 1, the first Physics course that all students of the Faculty of Engineering take in their first semester for all the Engineering-related careers. Qualitative and quantitative data corresponding to three semesters are shown and discussed, indicating that the students that attended these lectures outperformed the students that followed the course in the traditional way: the pass rates increased, whereas the failure rates decreased. The students highly valued this methodology, in particular, the interactive and relaxed dynamics, highlighting the concern of professors to answer questions by means of new questions so as to promote reasoning. The results obtained point to a work path that deserves to be deepened and extended to other Engineering courses.  相似文献   

Beyond Mother Education: Maternal Practices as Predictors of Early Literacy Development in Chilean Children from Low-SES Households     

Susana Mendive  María Rosa Lissi  Roger Bakeman  Adriana Reyes 《Early education and development》2017,28(2):167-181

Research Findings: To extend findings that are mainly based on North American studies with English speakers, we studied 989 Chilean mothers from households of low socioeconomic status and their prekindergarten children, posing 2 questions: (a) Do mothers’ self-reported practices about literacy development predict early literacy outcomes over and above child characteristics and maternal education? (b) Do these maternal practices mediate the relation between maternal education and these child outcomes? Confirming previous studies, exposure to texts and non-present talk predicted vocabulary, and teaching practices predicted child code-related skills. Contrary to previous studies, exposure to texts also predicted child code-related skills. We also found that maternal practices partially mediated the relation between maternal education and early literacy skills. Practice or Policy: Findings suggest the need to target children before prekindergarten with interventions that increase the studied maternal practices and to do so in family, day care, and health care settings with special emphasis on families with incomplete elementary education. The broad effect of exposure to texts on early literacy outcomes and the low social value on reading in Chilean culture suggest that teacher preparation programs need to include ways to engage children in literature as a frequent experience.  相似文献