486 research outputs found
Funds of knowledge: Developing a Diploma in Teaching in Early Childhood Education in the Solomon Islands.
No full textThis article discusses how three early childhood teacher educators, from the Solomon Islands College of Higher Education School of Education and the University of Waikato Faculty of Education, worked in partnership together and with others to develop a new Diploma in Teaching Early Childhood Education (ECE) for the Solomon Islands. We argue that the knowledge and understandings that we shared about New Zealand early childhood education and its bicultural curriculum Te Whāriki made our task easier from the outset. So too did our shared "funds of knowledge" and expertise, particularly the Solomon Islands women's indigenous knowledge and abilities to reflect on teaching and learning in their nation and New Zealand, two contexts they understood well. As we worked through a range of issues related to the development and delivery of courses, the primacy of relationships and historical, cultural and social contexts for learning were reinforced. Broad understandings of relevant education pedagogy for adults and young children were incorporated through the diploma development process. The result was a new Diploma in Teaching Early Childhood Education and new ways of teaching and learning embedded in Solomon Islands contexts, blending the best of local and imported knowledge. This article adds to a small body of literature related to ECE in the Solomon Islands and the Pacific region
Autobiographical Recollections of Repeated Events: a Longitudinal Assessment
No full text##nofulltext##Berivan Ece (MEF Author)..
Effect of Time on Event Characteristics of Autobiographical Memories: a Comparison of Different Samples and Different Methods
No full text##nofulltext##Berivan Ece (MEF Author)..
Repeated Assessment of Repeated Events: Dancing in Time. Traveling in Time: Construction of Past and Future Events Across Domains
No full text##nofulltext##Berivan Ece (MEF Author)..
Mood-Congruent Autobiographical Remembering in Different Age Groups
No full text##nofulltext##Berivan Ece (MEF Author)..
Türkei auf der Suche nach sich selbst - Turkey Searching for Itself
No full textEce Temelkuran, lawyer, journalist and author, speaks about the history of Turkey and how it could evolve to a country with many political problems. Furthermore, she outlines the importance of countries that are outside of the European map right now for the dignity learning process of Europe.
The lecture took place in the course of the 20th Karlsruhe Dialogues at the IHK Karlsruhe on Saturday, 20th February 2016.
More information on the Karlsruhe Dialogues: www.zak.kit.edu/karlsruher_gespraech
Higher Arousal by the Young and for Public Events of Young Age. Traveling in Time: Construction of Past and Future Events Across Domains
No full text##nofulltext##Berivan Ece (MEF Author)..
Tertiary teaching: Reflecting on human change and influence from the crucible
No full textThis article draws on the metaphor of ‘a crucible’ to describe the tertiary classroom context, where I work in initial teacher education with early childhood education (ECE) student teachers. Stories are told about the classroom participants (students and an educator) in an attempt to find meaning in terms of development, both the students and mine. This storytelling highlights ongoing questions for me about the impact of what happens in the classroom we bring our selves to, and the significance of informed actions for social justice for teachers and teaching. In telling these stories I highlight my deepening understanding of education pedagogy, and perception of myself as a teacher, a practitioner of human influence and change. I hope that these stories echo and illuminate the experiences of other educators as they too seek to understand their practice
Evaluating the Performance of the Model Selection with Average ECE and Naive Calibration in Out-of-Domain Generalization Problems for Binary Classifiers
No full textOut-of-domain (OOD) generalization refers to learning a model from one or more different but related domain(s) that can be used in an unknown test domain. It is challenging for existing machine learning models. Several methods have been proposed to solve this problem, and multi-domain calibration is one of these methods. Model selection with the average expected calibration error (ECE) across training domains and naive calibration are two approaches to implementing multi-domain calibration. However, it might happen that neither approach can learn a genuinely well-calibrated model in the multi-domain setting. Hence, this paper intends to evaluate how naive calibration and model selection with average ECE perform in the OOD generalization problem for binary classifiers. We generated many synthetic datasets and set up three experiments to answer this question. Finally, the conclusions based on empirical results are obtained: 1) Although naive calibration can improve the average accuracy across unseen domains (OOD accuracy) and the average area under the ROC Curve across unseen domains (OOD AUROC) for some binary classifiers, it does not work for all binary classifiers. However, at least it does not make the model worse for OOD generalization. 2) On the synthetic datasets we generated, if the number of training domains increases, most binary classifiers' OOD accuracy will also increase. 3) Average ECE is a reasonable metric for selecting a model in the OOD generalization problem and is better than validation accuracy. This is because a strong linear relationship exists between OOD accuracy and the average ECE across the training domains. This linear relationship is stronger than the linear relationship between OOD accuracy and validation accuracy.CSE3000 Research ProjectComputer Science and Engineerin
Project-Based Learning for a Second-Year ECE Design Course
No full textThe second and third “middle year” curricula of typical undergraduate electrical and computer engineering (ECE) programs consist of technical courses that teach students the fundamentals of their field. Project-based learning that involves more authentic applications of knowledge is often absent from these courses. These years have notable attrition, but relevant design projects can motivate engineering students by reminding them what they enjoy about the field and showing them that their work can benefit society. In this paper, the author describes a project for a second-year ECE laboratory design course where students design a miniature autonomous tractor robot. This project was created to use skills across first- and second-year courses to make a challenging but achievable capstone aligned with Virginia Tech’s ECE curriculum revision that expands the range of disciplinary experiences for students. The foundational knowledge students will be required to integrate into their de- sign are a simple controls system, microcontroller programming, Bluetooth communication, and circuit design. This paper gives all project assignment materials and an example solution, which is detailed in the sub-system unit tests. The effectiveness of this project in terms of the quality of the materials, the alignment of skills to course goals, the appropriateness to the relevant student population, and encouraging student engagement were qualitatively assessed by pilot studies of usability and faculty assessment. The results verified that this project was designed well and is a good fit for the course. Other benefits of the project’s design are that its context and goals can be adapted between semesters to prevent cheating or to scale the difficulty for the students. The amount of support provided to students from the setup materials can be adapted based on student experience. The assessment of this project showed many options to extend the hardware, software, or theoretical difficulty if needed. When implemented, this project should lead to the integration of technical skills between courses, expose gaps in knowledge, and encourage students to engage with a relevant design context.M.S.The second and third years of typical undergraduate electrical and computer engineering (ECE) curricula consist of technical classes that teach students the fundamentals of their field. Project-based learning (solving authentic engineering problems) is often absent from these courses. These years have notable attrition, but relevant design projects can motivate engineering students by reminding them what they enjoy about the field and showing them that their work can benefit society. In this paper, the author describes a project for a second-year ECE laboratory design course that engages students in designing a miniature autonomous tractor. This project was created to use skills across first- and second-year courses to make a challenging but achievable capstone aligned with Virginia Tech’s ECE curriculum revision that expands the range of disciplinary experiences for students. This paper provides all project assignment materials, an example solution, and assessment from faculty and more advanced students. The results verified that this project was designed well and is a good fit for the course. Other benefits of the project’s design are that its context and goals can be adapted between semesters to prevent cheating or to scale the difficulty for the students. When implemented, this project should lead to creative solutions from students that use their prior knowledge in a relevant context
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