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Confidence Counts
(2021)
The increasing reliance on online learning in higher education has been further expedited by the on-going Covid-19 pandemic. Students need to be supported as they adapt to this new learning environment. Research has established that learners with positive online learning self-efficacy beliefs are more likely to persevere and achieve their higher education goals when learning online. In this paper, we explore how MOOC design can contribute to the four sources of self-efficacy beliefs posited by Bandura [4]. Specifically, we will explore, drawing on learner reflections, whether design elements of the MOOC, The Digital Edge: Essentials for the Online Learner, provided participants with the necessary mastery experiences, vicarious experiences, verbal persuasion, and affective regulation opportunities, to evaluate and develop their online learning self-efficacy beliefs. Findings from a content analysis of discussion forum posts show that learners referenced three of the four information sources when reflecting on their experience of the MOOC. This paper illustrates the potential of MOOCs as a pedagogical tool for enhancing online learning self-efficacy among students.
In this paper we report on our experiments in teaching computer science concepts with a mix of tangible and abstract object manipulations. The goal we set ourselves was to let pupils discover the challenges one has to meet to automatically manipulate formatted text. We worked with a group of 25 secondary school pupils (9-10th grade), and they were actually able to “invent” the concept of mark-up language. From this experiment we distilled a set of activities which will be replicated in other classes (6th grade) under the guidance of maths teachers.
A method is presented of acquiring the principles of three sorting algorithms through developing interactive applications in Excel.
We found original observations of PCygni by E. Kharadze and N. Magalashvili in the archives of the Abastumani Observatory. These observations were carried out in the period 1951–1983. Initially they used 29 Cygni as a comparison star, and all observations of PCygni were processed using this star. On the basis of their calculations, the authors decided that PCygni may be a WUMa type binary with an orbital period of 0.500565 d, but this hypothesis was not confirmed. The only observations that have been published in the Bulletin of the Abastumani Astrophysical Observatory were those of of 1951–1955. There are whole sets of observational data not only for PCygni and 29 Cygni, but in the majority of cases also for 36 Cygni in the archives. We recalculated all data (where it was possible) using 36 Cygni as a comparison star. We are presenting UBV light curves of the variable, and also observations made by V. Nikonov in Abastumani in the period 1935–1937
Verbal or visual? : How information is distributed across speech and gesture in spatial dialog
(2006)
In spatial dialog like in direction giving humans make frequent use of speechaccompanying gestures. Some gestures convey largely the same information as speech while others complement speech. This paper reports a study on how speakers distribute meaning across speech and gesture, and depending on what factors. Utterance meaning and the wider dialog context were tested by statistically analyzing a corpus of direction-giving dialogs. Problems of speech production (as indicated by discourse markers and disfluencies), the communicative goals, and the information status were found to be influential, while feedback signals by the addressee do not have any influence.
The author discusses the question of authority when determining the content of an international legal rule. Taking Article 38(1)(d) of the ICJ Statute as a point of departure, he determines through meticolous analysis what ranks as judicial decisions as well as teachings within the meaning of the norm. The author then proceeds to a number of factors to determine authoritativeness: objectivity, knowledgeability, depth of analysis, and the presence or otherwise of reasoning and, in particular, the persuasiveness of an opinion. In the case of judicial pronouncements, the author points out that the paradox between Article 59 and Article 38(1)(d) of the ICJ Statute is only an apparent one. While judgments of the Court are binding only between the parties, it is merely the underlying reasoning that can be taken into account in the context of Article 38(1)(d) if considered persuasive. Without central authority, authoritativenes in international law must always be earned which is also the reason for the lack of an hierarchical order between as well as within judicial pronouncements and learned writings though the former are usually more likely to fulfil the criteria of authoritativeness. In both cases, however, previously acquired reputation of a court or even an individual judge as well as of a learned writer can create a presumption of authoritativeness. On a more general level, the author concludes with a call for a more careful differentiation between the determination of law and its application. Putting the issue discussed into perspective, the author argues that situations of law determination arise, contrary to common understanding, in fact far less often than situations of law application.
We study the dynamics of four wave interactions in a nonlinear quantum chain of oscillators under the "narrow packet" approximation. We determine the set of times for which the evolution of decay processes is essentially specified by quantum effects. Moreover, we highlight the quantum increment of instability.
The challenge is providing teachers with the resources they need to strengthen their instructions and better prepare students for the jobs of the 21st Century. Technology can help meet the challenge. Teachers’ Tryscience is a noncommercial offer, developed by the New York Hall of Science, TeachEngineering, the National Board for Professional Teaching Standards and IBM Citizenship to provide teachers with such resources. The workshop provides deeper insight into this tool and discussion of how to support teaching of informatics in schools.
Spectroscopy is the preferred way to study the physical and wind properties of Wolf-Rayet (WR) stars, but with decreasing brightness and increasing distance of the object spectroscopy become very expensive. However, photometry still delivers a high signal to noise ratio. Current and past astronomical surveys and space missions provide large data sets, that can be harvested to discover new WR stars and study them over a wide metallicity range with the help of state of the art stellar atmosphere and evolutionary models.