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The utilization of chaotic optical communication, a physical layer security technology, has the potential to enhance the security of optical fiber networks. In this paper, we take knowledge acquired while teaching "A chaotic security system based on phase-intensity (P-I) electro-optic feedback" as an example and, in detail, introduce a teaching implementation process based on the combination of Optisystem and Matlab. Firstly, based on the Lang–Kobayashi (L-K) laser equation, the generation mechanism of electro-optic feedback chaos was explained. Secondly, the P-I electro-optic feedback chaos was analyzed theoretically with the help of Matlab. Finally, a laser chaotic optical communication system based on electro-optic feedback was built with the help of Optisystem (15.0.0) software, and the performance of the communication was simulated and analyzed through the design of system parameters. The teaching design model and facilitate the concretization of the abstract theory of "the principle of chaos generated by electro-optic feedback, the composition of chaotic optical communication system and the performance index of chaotic communication system". Through after-class exercises and questionnaire surveys, it was verified that the teaching method is widely recognized by students and that it effectively improves the teaching effect of the course of laser chaotic communication and the students' academic research ability. [ABSTRACT FROM AUTHOR]

Recently, the application and optimization research of intelligent algorithms in the monitoring and evaluation system of teaching mental health has been focused on. Many countries cannot avoid that with the rapid development of the urban economy, the mental health of Chinese people is ignored without knowing it. This phenomenon is more obvious in today’s campuses, especially in colleges and universities. Although the campus is equipped with a psychological counseling office, most students choose to give up because they can’t face themselves in a bad mood. Traditional random checks and individual conversations have no good effect. The intelligent algorithm developed in the new era is inevitably applied to the detection and evaluation of teaching psychological health. However, the intelligent algorithm at this stage cannot meet the requirements of teaching mental health monitoring and evaluation, because the data collection and processing are not completed through the matching intelligent algorithm, but directly through the algorithm DC method. The data collection will cause certain errors, and the data processing and output will inevitably be biased. This research is a kind of optimized intelligent algorithm system that can be applied to the monitoring and evaluation of teaching mental health. First, the research introduces and compares several modern intelligent algorithms used in teaching mental health monitoring and evaluation, and then analyzes the main influencing factors of monitoring and evaluation. These factors are integrated into the intelligent algorithm monitoring and evaluation system as key intelligent algorithm research objects, Finally, the optimized monitoring and evaluation system is applied in practice to obtain the corresponding imperfect information performance, and the final optimized result is obtained through further improvement. The results show that in most cases, a certain intelligent algorithm can not fully adapt to the detection and evaluation system, but the combination of different kinds of intelligent algorithms through influencing factors can give play to its advantages, and the final results can also be consistent with the actual. The proposed intelligent algorithm can not only be used in the monitoring and evaluation of teaching mental health but also reflect more monitoring and evaluation of teaching quality. The essence of the intelligent algorithm is to obtain complete data that can reflect reality by exploring the value of various information data. In the future, more joint intelligent algorithms will be proposed, which can adapt to more situations and achieve complete applications in teaching, security, medicine, and other fields.

This article explores effective utilization methods of the massive open online course (MOOC) to promote the digital image resources of the Kizil Grottoes, a valuable cultural heritage site. The purpose of the initiative is to improve the aesthetic and artistic comprehension of art majors as well as to promote the general education of non–art major students. In 2020, Shandong University developed the MOOC course "Appreciation of Chinese Grotto Frescoes," which transformed their specialized courses into a resource-sharing platform. It promoted the improvement of the education and research of art majors and the general education of non-art majors. It provided a successful case for the utilization of digital cultural heritage for teaching and research. [ABSTRACT FROM AUTHOR]

Analyzing the relationship between Internet attention and teaching research can provide a reference for extracting and identifying research hot spots in the discipline. Currently, many kinds of literature obtain social hot‐spot information based on a single platform, such as the Baidu Index, China National Knowledge Infrastructure (CNKI), and Web of Science. Still, they ignore the common information reflected between the Baidu Index platform and the professional academic platform and the lack of relationship demonstration between them. Therefore, based on the CNKI database and Baidu Index platform, the most critical data statistical analysis service platform in the Internet era, this article proposes a relationship modeling and prediction framework (RMPF). First, RMPF analyzes the relationship between public attention and teaching research from the perspective of "high school information technology" by word frequency analysis and Pearson. Second, RMPF constructs the relationship model between them using leave‐one‐out cross‐validation. Third, RMPF predicts the development of subject teaching and research using the autoregressive integrated moving average model and multiple regressions. The results show that the correlation coefficient between public attention and teaching research is more than 0.65 from the perspective of "high school information technology," showing a strong positive correlation. In recent years, the focus of high school information technology discipline tends to be integrating multimedia technology, cloud classroom, artificial intelligence, and other technologies and disciplines. In addition, discipline literature volume growth will slow in the next 2 years, with an average annual publication of 350 articles. The overall number of literature decreased by about 120 compared with 2020. Based on the proposed RMPF, this study clarifies the relationship between subject attention and teaching research through experimental demonstration and provides an implementation framework reference for researchers of relevant literature. [ABSTRACT FROM AUTHOR]

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación XX1 is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación XX1 is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper discusses the importance of researching textual production processes in writing for academic publication in language teaching research by outlining how two papers were shaped by the journal submission and review process. Using a critical discourse analysis lens and text history analysis, the authors' difficulties in interpreting reviewer comments are illustrated along with how their manuscripts were transformed from initially pedagogy-focused texts to more research-focused at publication. The implications of this analysis for understanding authors' publishing practices and the persistent, problematic teaching-research divide in the language teaching field are discussed. Further, the research methods used demonstrate the importance of examining the processes underlying textual production. [ABSTRACT FROM AUTHOR]

Abstract Analyzing the relationship between Internet attention and teaching research can provide a reference for extracting and identifying research hot spots in the discipline. Currently, many kinds of literature obtain social hot‐spot information based on a single platform, such as the Baidu Index, China National Knowledge Infrastructure (CNKI), and Web of Science. Still, they ignore the common information reflected between the Baidu Index platform and the professional academic platform and the lack of relationship demonstration between them. Therefore, based on the CNKI database and Baidu Index platform, the most critical data statistical analysis service platform in the Internet era, this article proposes a relationship modeling and prediction framework (RMPF). First, RMPF analyzes the relationship between public attention and teaching research from the perspective of “high school information technology” by word frequency analysis and Pearson. Second, RMPF constructs the relationship model between them using leave‐one‐out cross‐validation. Third, RMPF predicts the development of subject teaching and research using the autoregressive integrated moving average model and multiple regressions. The results show that the correlation coefficient between public attention and teaching research is more than 0.65 from the perspective of “high school information technology,” showing a strong positive correlation. In recent years, the focus of high school information technology discipline tends to be integrating multimedia technology, cloud classroom, artificial intelligence, and other technologies and disciplines. In addition, discipline literature volume growth will slow in the next 2 years, with an average annual publication of 350 articles. The overall number of literature decreased by about 120 compared with 2020. Based on the proposed RMPF, this study clarifies the relationship between subject attention and teaching research through experimental demonstration and provides an implementation framework reference for researchers of relevant literature.

Technology has transformed sports training and healthcare teaching, enabling athletes and medical professionals to leverage cutting-edge tools and techniques to enhance their skills and knowledge. In sports training, wearable devices such as smartwatches and fitness trackers provide real-time feedback on athletes' performance, helping them optimize their training regimens and avoid injuries. Virtual and augmented reality technologies allow athletes to simulate game scenarios and improve their decision-making skills in a safe and controlled environment. In healthcare teaching, virtual and augmented reality, simulation software, and telemedicine platforms enable medical professionals to learn and practice complex procedures and techniques without needing physical patients. This can improve the quality and safety of care, reduce medical errors, and enhance the overall competence of healthcare professionals. In addition, technologies like electronic medical records, data analytics, and machine learning are being used to improve healthcare outcomes, from diagnosis and treatment to patient monitoring and follow-up care. By harnessing the power of technology, sports training, and healthcare teaching is being revolutionized, paving the way for more effective and efficient training and care for athletes and patients alike. [ABSTRACT FROM AUTHOR]

There are important challenges for the implementation of academic projects with a transdisciplinary approach. This text reflects on an experience of organizing transdisciplinary work that can be applied to teaching, research and engagement. First, a review of the process that led to the dominance of disciplinary logic is presented, and then shows how complexity is the most appropriate way to transition to transdiscipline. Subsequently, the experience on managing a team for intervention and transdisciplinary research is addressed. Finally, it concludes on some of the challenges of the university organization for initiatives of this nature. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article that we present belongs to the production of the UBACYT Project: "The teaching residence: senses of training based on clinical studies of residents in training devices" and is aimed at communicating some conceptualizations built from the in-depth knowledge of residency cases that we have been carrying out in our program and to think about training from new angles. Secondly, we will work on a problem found around the entrance to the residence through training proposals collected in the investigation and other open ones to provide tools in the construction of roads with transformative responses. We will take some conceptualizations that emerge from the study and that mean reformulations that we consider of interest to make known. These theoretical advances are hypothetical in nature and come from qualitative studies of singular cases that have allowed a greater understanding of the problem stated for this project, not a generalization. We will make proposals for changes to the residence consistent with what has been analyzed in the cases. [ABSTRACT FROM AUTHOR]

El articulo discute la celebración del aniversario de la revista . El articulo también discute la formación a través de la incorporación del Campo de las Prácticas, saberes para la práctica educativa y la formación de la construcción de conocimiento y la investigación. Otros temas discutidos son el entendimiento de la teoría educativa en relación con la formación y nuevas formas criticas para construcción de saber.

Spatial ability and self-regulated learning have broad implications for students. Therefore, this study aimed to determine the improvement of spatial ability and self-regulated learning of students who obtain computer-assisted learning using the 3D Cabri program. This quasi-experimental study with pre-test and post-test design involved 71 tenth grade high school students in Bandung, Indonesia. Furthermore, the experimental class obtained computer-aided learning using the Cabri 3D program, while the control obtained conventional learning using a scientific approach. The analysis discovered that (1) the improvement of students' spatial ability in the experimental class was better than those in the control class, (2) students of the experimental class achieved better spatial ability than those in the control class, (3) the improvement of students' self-regulated learning in the experimental class was better than those in the control class, and (4) students of the experimental class achieved better self-regulated learning than those in the control. These facts can help educators to consider the application of the Cabri 3D program in mathematics education in the future.

Multi-interactive teaching model is an important way to improve the quality of college English teaching, and it is also the key foundation to improve students' understanding of college English teaching content. In the increasingly mature environment of information technology application, students' learning enthusiasm will be fully stimulated, multi-interactive communication will be deepened, and students' English core literacy will be effectively enhanced by giving full play to the advantages of information technology, to upgrade the intelligence of college English teaching system. Based on the analysis of the multi-interactive teaching mode of college English under the information technology environment, this paper puts forward some practical strategies for innovating the multi-interactive teaching of college English by using information technology.

Understanding academic achievement (AA) is one of the most global challenges, as there is evidence that it is deeply intertwined with economic development, employment, and countries’ wellbeing. However, the research conducted on this topic grounds in traditional (statistical) methods employed in survey (sample) data. This paper presents a novel approach, using state-of-the-art artificial intelligence (AI) techniques to predict the academic achievement of virtually every public high school student in Portugal, i.e., 110,627 students in the academic year of 2014/2015. Different AI and non-AI methods are developed and compared in terms of performance. Moreover, important insights to policymakers are addressed.

In this world of the digital era, in which we are living, one of the fundamental competences that students must acquire is the competence in Computational Thinking (CT). Although there is no general consensus on a formal definition, there is a general understanding of it as a set of skills and attitudes necessary for the resolution, with or without a computer, of problems that may arise in any area of life. Measuring and evaluating which of the CT skills students have acquired is fundamental, and for this purpose, previously validated measuring instruments must be used. In this study, a previously validated instrument is applied to know if the new students in the Engineering Degrees of the University of the Basque Country have the following skills in CT: Critical Thinking, Algorithmic Thinking, Problem Solving, Cooperativity and Creativity.

Faculty development programs are often used in universities and higher education institutes to develop the knowledge and skills of their teaching personnel. At the same time, these faculty development programs often remain ineffective because lecturers are not fully using what they learned in their courses, classes, and seminars. The purpose of this case study was to explore the goals higher education teachers had after professional development programs for applying newly trained knowledge and skills. Grounded in 3 × 2 achievement goal model and Ryan and Deci's (2018) goal contents theory, the study addressed the research question: Which types of transfer goals do university teachers have after teacher education? Participants were three lecturers that were selected following the procedures of the maximum variation sampling schema. Adopting a mixed methods approach, data were collected with questionnaires (aimed at profiling the goal orientations of the teachers) and reflective interviews (aimed at reconstructing the goals and goal contents teachers had for transferring the trained skills). Triangulation of the quantitative and qualitative data using the documentary method resulted in a typology of intrinsic, mixed, and extrinsic transfer goals. Directions for future research associated with instrument development and theory building as well as implications for the educational practice in human resource development programs of higher education institutes are discussed.

Traditionally Computer Aided Design (CAD) courses have been carried out in computer classrooms requiring great amount of teaching personnel. Assessment of students' modeling exercises has been both time consuming and error prone. Utilization of the teaching resources could clearly benefit from online auto-assessment. The auto-assessment tools are widely in use in programming and language courses, but suitable tools for assessing 3D models used in CAD are lacking. This paper presents two new online auto-assessment tools to support the development of both command (“what steps are needed to create this shape?”) and strategic (“how should I model this shape?”) knowledge while learning CAD. The first tool is based on neutral file format (in this case STEP) and can recognize surface differences between student's model and reference model. This tool can assess student's skill to create certain predefined shape (i.e. command knowledge). The second auto-assessment tool utilizes commercial CAD software's API (Application Programming Interface) to test how student's model behaves when modeling parameters are changed. This tool assess student's capabilities to build and design a CAD model's design intent (i.e. strategic knowledge). Developed tools were tested on three mechanical engineering courses. This paper presents both the tools and the feedback received from the students and teachers. Overall, the auto-assessment tools functioned well and feedback from both students and teachers were positive. The most appreciated tool functionality was time and place independent submission and assessment of exercise works. These new tools able focusing teachers' workload from checking the basic exercises to guiding the learning process.

This article is a reflection in three planes: the first one, how teachers problematize their own practices given the complexity of the scenarios that they must face daily in classrooms; the second one, how teaching problematization is perceived in the academic and school world and the third one, hoy many and how contents, methodological tools and training forms, which are necessary to strengthen teachers’ abilities and attitudes prone to problematization, have been assumed by continuous teaching training programs. It is concluded with a joint reflection that tries to establish the link between these planes.

The Research Methodology course is part of the curriculum of many undergraduate, graduate and postgraduate careers, in very different professional areas and disciplines. In university undergraduate courses in Sociology, Research Methodology constitutes one of the main axes of curriculum design, and several subjects usually cover this area. In this article, from the survey of study plans of different Sociology programs and of the subject syllabuses related to research methodology, we describe some differences in the curricular organization and the implications of these variants in the transmission of methodological knowledge in the training of sociologists. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Public Art is the property of Shanghai Fine Arts Publisher Ltd. co. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Implicit leadership theories (ILTs) are lay images of leadership, which are individually and socially determined. We discuss how teaching implicit leadership theories contributes to developing leaders and leaderships by raising self- and social awareness for the contexts in which leadership takes place. We present and discuss a drawing exercise to illustrate different implicit leadership theories and discuss the implications for leaders and leadership, with a particular focus on how leaders claim, and are granted, leader identities in groups. [ABSTRACT FROM AUTHOR]

Triggered by the lack of students’ sense of identity in English regular class effects their language achievement, this research aimed at developing a kind of teaching mode for building students’ sense of identity with a series of teaching activities. Targeted at 55 non-English major students for one semester, the experiment was to explain the effectiveness of this kind of mode in endorsing student’s sense of identity. Here, the researcher used teaching observation and students’ feedback to collect the data. It revealed that the kind of mode can help improve students’ sense of identity, intrigue their interest, and improve their English learning efficiency.

Four mathematics teacher educators from a large, minority-serving university formed a teaching research group in Fall 2016. The goal for this project is to establish a repeated cycle of improving our mathematics content course for pre-service teachers and to contribute a shared knowledge base which rests on foundation of well-defined learning goals in mathematics courses for elementary pre-service teachers. Guide by the continuous improvement framework (Berk & Hiebert, 2009), we utilized a data-driven approach to improving teaching, as well as embedding a discussion of classroom implementation into an investigation of an innovation (or, in our case, a mathematical task). In this paper, we present an example of iterative task design for the topic of Geometric of Similarity, we hope to share this as a model of professional development for mathematics teacher educators that highlights the benefits to our students and to ourselves.

This article presents a conceptual framework for determining the appropriate pedagogical techniques in management teaching/training and learning situations. The author notes that the design of effective learning situations requires careful consideration of at least eight input variables or situational contingencies. These variable are course or class goals, course or class content, student motivation, student skills, facilities, resources and norms, institutional and professional pressures or concerns, instructor skills and values and developmental nature of the learning process. The proposed conceptual framework and model are offered as one possible guide for considering the contingencies critical to the design of an effective management course.