Teaching

ABET accreditation specifies the need to address both technical and professional skills through a comprehensive set of programmatic outcomes. The presentation of professional skills presents particular challenges for traditional CSET curricula. The Engineering Projects in Community Service (EPICS) Program is a service-learning engineering design program that was initiated in Purdue University in the Fall of 1995. Through the EPICS program

The report evaluates this seminar, given at Dept. of Social Anthropology, University of Zurich, as well as at the United Nations headquarters in Geneva. It discusses, among others, results and outcomes.
The background to the seminar, that is, related seminars that Lars Soeftestad had given earlier, as well as related seminars given by others in the preceding years, are listed. An annex lists the external speakers that addressed the seminar, in Zurich and in Geneva.

Originally used in artistic circles, the portfolio is quickly gaining ground in French as a second language teaching and learning. For example, the European Language Portfolio (ELP), under the auspices of the European Council, is a tool that is rapidly adaptable to advances in Web 2.0 technology. In this context, we draw a portrait of the portfolio in French as a second language (FSL) education and cite the advantages of the electronic portfolio. Finally, we draw on empirical results, from a specific eportfolio, eduportfolio, to illustrate its potential for FSL teaching and learning.

PJ Narayanan et al. (Eds.): ACCV 2006, LNCS 3852, pp. 933–942, 2006. © Springer-Verlag Berlin Heidelberg 2006 ... High Quality Compression of Educational Videos Using ... Ankush Mittal1, Ankur Jain1, Sourabh Jain1, and Sumit Gupta2 ... 1 Department of Computer ...

ABSTRACT This paper describes a learning process for the tutor of an intelligent tutoring system (ITS) to automatically learn models of student categories and self-improve its instructional plans on the level of these categories. Using real-world teaching scenarios as experiment data, we empirically show that for every category the tutor is able to efficiently learn effective instructional plans. Our experiment results also show that the absence of category background knowledge decreases the tutor's learning performance as well the effectiveness of the learned instructional plans.

ABSTRACT This paper discusses a machine learning framework that uses extraction, classification, and generalization techniques to classify students according to their cognitive and behavioral learning patterns and to categorize tutoring strategies of expert human tutors. A great deal of the discussion focuses on the use of reinforcement learning techniques, specifically the ?-greedy and temporal difference TD(0) methods in deriving tutoring policies over a class of students. Future works will deal on incremental learning and modification of learned policies while the tutor performs on-line in real-time, and extracting and learning the way expert tutors execute their tutoring activities.

With the increasing use of computers in the classroom and the advancement of information technology, a requirement to investigate and evaluate different strategies for the presentation of verbal information in interactive and dynamic visualizations has risen to a high level of importance. There is a need for research efforts that apply cognitive load theory (CLT), cognitive learning strategies, and established principles of multimedia design to conduct empirical research that will add to our knowledge of designing and developing dynamic visualizations for teaching and learning anatomy. The impact of improved teaching and learning of anatomical sciences and the development of a set of guiding principles to facilitate the design and development of effective dynamic visualizations represent a significant achievement for medical education with wide application. This theoretical paper presents the foundations of CLT, cognitive learning strategies, and principles of multimedia design to guide the needed research on dynamic visualizations.

With the increasing use of computers in the classroom and the advancement of information technology, a requirement to investigate and evaluate different strategies for the presentation of verbal information in interactive and dynamic visualizations has risen to a high level of importance. There is a need for research efforts that apply cognitive load theory (CLT), cognitive learning strategies, and established principles of multimedia design to conduct empirical research that will add to our knowledge of designing and developing dynamic visualizations for teaching and learning anatomy. The impact of improved teaching and learning of anatomical sciences and the development of a set of guiding principles to facilitate the design and development of effective dynamic visualizations represent a significant achievement for medical education with wide application. This theoretical paper presents the foundations of CLT, cognitive learning strategies, and principles of multimedia design to guide the needed research on dynamic visualizations.