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- Maschinenbau Bocholt (37) (entfernen)
Competency-oriented exams offer a wide range of advantages, especially where the use and mastery of third-party applications and tools play an important role. Therefore, we developed a competency-oriented setup for both our programming classes and exams ensuring their constructive alignment.
Exams were moved to the computer lab and designed to test both conceptional skills as well as the use of state-of-the-art programming tools. At the peak of the COVID-19 pandemic, when exams had to be moved from lab to online, we needed to design an online setup for our practical programming exams preserving the competency-oriented approach and its constructive alignment as well as the validity, reliability and fairness of the exams. The key was to use the same online tools that have been introduced
for running lectures and practical classes offering almost the same learning experience as before the pandemic. However, to ensure the validity and fairness of the exams, some kind of online supervision needed to be implemented as technical solutions were found to be either unusable or not working
properly in our case. This paper discusses the driving factors, the resulting technical and organizational setup as well as students’ feedback and lessons learned for further improvements. Therefore, COVID-19 has not been able to ruin our competency-oriented programming exams.
This paper reveals various approaches undertaken over more than two decades of teaching undergraduate programming classes at different Higher Education Institutions, in order to improve student activation and participation in class and consequently teaching and learning effectiveness.
While new technologies and the ubiquity of smartphones and internet access has brought new tools to the classroom and opened new didactic approaches, lessons learned from this personal long-term study show that neither technology itself nor any single new and often hyped didactic approach ensured sustained improvement of student activation. Rather it needs an integrated yet open approach towards a participative learning space supported but not created by new tools, technology and innovative teaching methods.
This paper presents a pragmatic approach for stepwise introduction of peer assessment elements in undergraduate programming classes, discusses some lessons learned so far and directions for further work. Students are invited to challenge their peers with their own programming exercises to be submitted through Moodle and evaluated by other students according to a predefined rubric and supervised by teaching assistants. Preliminary results show an increased activation and motivation of students leading to a better performance in the final programming exams.
BACKGROUND: In cartilage repair, scaffold-assisted single-step techniques are used to improve the cartilage regeneration. Nevertheless, the fixation of cartilage implants represents a challenge in orthopaedics, particularly in the moist conditions that pertain during arthroscopic surgery. Within the animal kingdom a broad range of species has developed working solutions to intermittent adhesion under challenging conditions. Using a top-down approach we identified promising mechanisms for biomimetic transfer OBJECTIVE: The tree-frog adhesive system served as a test case to analyze the adhesion capacity of a polyglycolic acid (PGA) scaffold with and without a structural modification in a bovine articular cartilage defect model. METHODS: To this end, PGA implants were modified with a simplified foot-pad structure and evaluated on femoral articular bovine cartilage lesions. Non-structured PGA scaffolds were used as control. Both implants were pressed on 20 mm × 20 mm full-thickness femoral cartilage defects using a dynamometer. RESULTS: The structured scaffolds showed a higher adhesion capacity on the cartilage defect than the non-structured original scaffolds. CONCLUSIONS: The results suggest that the adhesion ability can be increased by means of biomimetic structured surfaces without the need of additional chemical treatment and thus significantly facilitate primary fixation procedures.
We investigated the formation of Artemia franciscana swarms of freshly hatched instar I nauplii larvae. Nauplii were released into light gradients but then interrupted by light-direction changes, small obstacles, or long barriers. All experiments were carried out horizontally. Each experiment used independent replicates. Freshly produced Artemia broods were harvested from independent incubators thus providing true replicate cohorts of Artemia subjected as replicates to the experimental treatments.
We discovered that Artemia nauplii swarms can: 1. repeatedly react to non-obstructed light gradients that undergo repeated direction-changes and do so in a consistent way, 2. find their way to a light source within maze-like arrangements made from small transparent obstacles, 3. move as a swarm around extended transparent barriers, following a light gradient. This paper focuses on the recognition of whole-swarm behaviors, the description thereof and the recognition of differences in whole-swarm movements comparing non-obstructed swarming with swarms encountering obstacles. Investigations of the within-swarm behaviors of individual Artemia nauplii and their interactions with neighboring nauplii are in progress, e.g. in order to discover the underlying swarming algorithms and differences
thereof comparing non-obstructed vs. obstructed pathways.