Search results for "instruction"
showing 10 items of 443 documents
First Results of Hyperspectral Scene Generation in Preparation of the Chime Imaging Spectrometer Mission
2021
End-To-End mission performance simulators (E2Es) are software tools developed to support satellite mission preparatory activities. For passive remote sensing missions, E2Es generate synthetic scenes simulating the interaction of the solar radiation between the atmosphere and the surface; therefore allowing the estimation of the mission performance before its launch. In this paper, we present the CHIME Scene Generator Module (SGM) as part of CHIME E2Es, with state-of-the-art parallelization and optimization that give a performance allowing to obtain a whole year of daily worldwide Top-Of-Atmosphere radiance images in a matter of hours. The CHIME SGM generates 100x200km hyperspectral scenes w…
Social Representations of Flooding of Future Teachers of Primary Education (Social Sciences): A Geographical Approach in the Spanish Mediterranean Re…
2020
The risk of flooding is the main natural hazard that affects the European Mediterranean region. This hazard has worsened in recent decades due to the occupation of flood areas and the effects of climate change. Therefore, understanding and gaining a more in-depth knowledge of social representations of flooding is important. In addition, interest in this subject is accentuated in the case of future teachers. This is because it is mandatory to teach this subject in Primary Education (Grades 1&ndash
How do we assess in Clinical Legal Education? A 'reflection' about reflective learning
2016
I suggest this hypothesis and these premises from the perspective of my experience in Clinical Legal Education and the use of experiential learning methods in other 'traditional' courses. Firstly, institutional assessment must be distinguished from the assessment of learning. Traditionally, assessment is reduced to institutional assessment: that is, to give a mark depending on the achievement of knowledge instead of focusing in the student's learning. However, I propose (to remember) that: 1) (Formative) assessment is part of learning; 2) Reflective learning (and reflective skills) is/are a part of assessment. This implies a process of continuous evaluation instead of summative evaluation, …
Developing a Serious Game for Nurse Education.
2018
Future nursing education is challenged to develop innovative and effective programs that align with current changes in health care and to educate nurses with a high level of clinical reasoning skills, evidence-based knowledge, and professional autonomy. Serious games (SGs) are computer-based simulations that combine knowledge and skills development with video game–playing aspects to enable active, experiential, situated, and problem-based learning. In a PhD project, a video-based SG was developed to teach nursing students nursing care for patients with chronic obstructive pulmonary disease in home health care and hospital settings. The current article summarizes the process of the SG devel…
S-Aligner: Ultrascalable Read Mapping on Sunway Taihu Light
2017
The availability and amount of sequenced genomes have been rapidly growing in recent years because of the adoption of next-generation sequencing (NGS) technologies that enable high-throughput short-read generation at highly competitive cost. Since this trend is expected to continue in the foreseeable future, the design and implementation of efficient and scalable NGS bioinformatics algorithms are important to research and industrial applications. In this paper, we introduce S-Aligner–a highly scalable read mapper designed for the Sunway Taihu Light supercomputer and its fourth-generationShenWei many-core architecture (SW26010). S-Aligner employs a combination of optimization techniques to o…
University Teachers as Developers of Technology-Enhanced Teaching—Do Beliefs Matter?
2019
Previous research has identified a well-established link between teachers' beliefs and the practical implications of technology-enhanced learning (TEL). Until recently, there have been few studies ...
Multimodal mediational means in assessment of processes: an argument for a hard-CLIL approach
2020
In Japan, CLIL instruction falls under a soft-CLIL approach, content serving as secondary to language instruction. Furthermore, assessment in classrooms in Japan is oftentimes limited to assessing ...
Transforming student contributions into subject-specific expression
2021
Drawing on a corpus of pre-service teacher training classroom interactions in an English-medium instruction university in Turkey, we examine teacher follow-up turns that introduce specialized terms, showing how a teacher transforms student’s responses into pedagogically relevant points using academic language. We argue that teacher third-turns following student contributions accomplish several interrelated actions, not only introducing new terminology to these teachers-in-training, but also familiarizing them with ways of thinking specific to their discipline, i.e., these turns model “doing being a teacher.” These teacher actions are used to bridge student contributions to more scientific t…
Innovations and Challenges: Conceptualizing CLIL Practice
2018
The continued emergence of content and language integrated learning (CLIL) is linked to how it creates, adopts, and leads to the design of innovative didactic processes. In systems, theory emergenc...
Beyond the “student” position: Pursuing agency by drawing on learners’ life-worlds on an EAP course
2018
AbstractIn today’s world, individuals should be able to maintain their expertise amidst constant changes. Thus, this type of agency should be supported in higher education. One approach for a teacher-researcher to examine supporting agency and how it manifests itself in higher education courses is through the learning design. In this article, learning design is defined as the planned course path and the way in which that path is enacted in the course in a real-life setting. Thus, the learning design of a blended EAP course is examined, with a focus on the course assignments in two different groups in two consecutive years. Different types of agency were assumed through the tasks and those t…