Los REA en la práctica: el cambio organizativo mediante el bootstrapping

En aquest treball investiguem un plantejament de canvi institucional encaminat a establir pràctiques educatives obertes (PEO) en una universitat i inculcar l'ús de recursos educatius oberts (REO) com a part del seu treball curricular i la seva pràctica educativa. Les pràctiques tradicionals, consistents a proporcionar recursos d'aprenentatge per a un ensenyament individualitzat en mòduls acadèmics semestrals, s'adapten cada vegada pitjor als requisits d'un panorama educatiu dinàmic i global. Els REO ofereixen una alternativa sostenible i equitativa a aquestes pràctiques tancades, i tenen la capacitat de satisfer la demanda emergent en entorns d'aprenentatge distribuït. No obstant això, canviar les pràctiques educatives continua essent un repte formidable, i l'adopció dels REO comporta una ruptura radical pel que fa a les pràctiques institucionals heretades. En aquest treball ens centrem en el punt de partida per a integrar els REO en el treball curricular i les pràctiques educatives. A la Universitat La Trobe (Austràlia) investiguem aquest canvi més per mitjà d'iniciatives emergents que d'un programa dissenyat jeràrquicament des de dalt: ens plantegem quines són les connexions necessàries per a implantar pràctiques obertes en una universitat. Descrivim tres casos de PEO que, junts, generen capacitats de REA en una universitat. Aprofitem l'estratègia de bootstrapping plantejada per Bardini com a procés d'aprenentatge iteratiu i coadaptatiu que connecta les bones pràctiques in situ amb les estructures institucionals a fi d'establir les bases de treball per al canvi emergent. Aquests casos demostren com uns processos innovadors tan dispars es poden connectar i modificar per a crear una xarxa de PEO incipient. In this paper, we investigate an approach to institutional change that aims to establish open educational practices (OEP) in a university and inculcate the use of open education resources (OER) as part of its curriculum work and teaching practice. Traditional practices that involve delivering knowledge resources for individualised learning within semester-length units of study are becoming increasingly ill-adapted to the demands of a dynamic and global educational landscape. OER offers a sustainable and equitable alternative to such closed arrangements, with the potential to meet the emerging demands of distributed learning settings. Nevertheless, changing educational practice remains a formidable challenge, and adopting OER is a radical break from legacy institutional practices. Our focus in this paper is on the starting point for embedding OER in curriculum work and teaching practice. We investigate change through emergent initiatives rather than a top-down program at La Trobe University in Australia: we ask what connections are necessary to establish open practices in a university. We trace three instances of OEP in one university that together build capacity in OER. We draw on Bardini’s strategy of bootstrapping, as an iterative and co-adaptive learning process that connects good practices in situ with institutional structures in order to build the groundwork for emergent change. These cases demonstrate how disparate innovations can be connected and re-purposed to establish a network of nascent OEP. En este trabajo investigamos un planteamiento de cambio institucional encaminado a establecer prácticas educativas abiertas (PEA) en una universidad e inculcar el uso de recursos educativos abiertos (REA) como parte de su trabajo curricular y su práctica educativa. Las prácticas tradicionales, consistentes en proporcionar recursos de aprendizaje para una enseñanza individualizada en módulos académicos semestrales, se adaptan cada vez peor a los requisitos de un panorama educativo dinámico y global. Los REA ofrecen una alternativa sostenible y equitativa a estas prácticas cerradas, y tienen la capacidad de satisfacer la demanda emergente en entornos de aprendizaje distribuido. No obstante, cambiar las prácticas educativas sigue siendo un reto formidable, y la adopción de los REA supone una ruptura radical con respecto a las prácticas institucionales heredadas. En el presente trabajo nos centramos en el punto de partida para integrar los REA en el trabajo curricular y las prácticas educativas. En la Universidad La Trobe (Australia) investigamos este cambio más a través de iniciativas emergentes que de un programa diseñado jerárquicamente desde arriba: nos planteamos cuáles son las conexiones necesarias para implantar prácticas abiertas en una universidad. Describimos tres casos de PEA que, juntos, generan capacidades de REA en una universidad. Aprovechamos la estrategia de bootstrapping planteada por Bardini como proceso de aprendizaje iterativo y coadaptativo que conecta las buenas prácticas in situ con las estructuras institucionales a fin de sentar las bases de trabajo para el cambio emergente. Estos casos demuestran cómo unos procesos innovadores tan dispares se pueden conectar y modificar para crear una red de PEA incipiente.

Double corrugated waveguide for Ka-Band traveling wave tube

The double corrugated waveguide (DCW), incorpo- rating a row of metallic pillars on each side of the electron beam, is demonstrated as a promising slow-wave structure for millimeter wave, Ka-band, traveling wave tubes (TWTs). Different configurations, including novel bent couplers with tapered pillars, have been designed, realized, and validated by S-parameter measurements. The design and simulation of a DCW TWT demonstrated very good performance in the frequency band 32–37 GHz. The ease of fabrication and assembly make the DCW a suitable basis for a new generation of millimeter wave TWTs

Design and fabrication of double corrugated waveguide for a Ka-band traveling wave tube

The double corrugated waveguide is demonstrated to be a slow wave structure which is straightforward to manufacture and assemble. The design and fabrication of a Ka-band prototype is presented. The ability of the double corrugated waveguide to be bent through 90o has permitted the build of a compact slow wave structure with very good electrical behavior which is suitable for millimeter wave travelling wave tubes

Macro (Re)Appraisal: Does This Really Need to Come to the State Archives?

The Kansas Historical Society had a six-month time period in which to shut down its State Records Center. Major tasks besides the physical shutdown of the center included transferring archival records to the State Archives and reappraising existing retention and disposition schedules to ensure non-archival records were not transferred

Alien Registration- Huggard, Irene (Houlton, Aroostook County)

https://digitalmaine.com/alien_docs/34616/thumbnail.jp

Exploring student definitions of engagement: A reflexive approach to designing learning activities

oai:ojs.pkp.sfu.ca:article/2The rise of mass and universal forms of higher education has led to the growing debate, research and theorisation of student engagement. Students are now expected to adhere to institutionalised and behavioural-based definitions of engagement, yet limited research exists that explores students’ perceptions and definitions of engagement. This article represents a first step in defining student engagement from the perspective of the student. Notions and definitions of engagement were gathered through focus groups with students on the BA (Hons) Fashion Public Relations and Communication course at London College of Fashion. The students’ definitions of engagement were then used to design teaching sessions to improve learner engagement based on the students’ own parameters. The results relating to each teaching method aligned with the students’ pre-test definitions of engagement and highlight the array and complexity of discipline specific factors that influence student engagement in art, design and communication based courses.

Detection of 2.2-3.5 Terahertz Radiation Using a Quasi-Optically Mounted Planar Schottky Diode

Practical supra-terahertz (1–5 THz) heterodyne radiometry systems require compact local oscillator and mixer components, which are suitable for robust waveguide integration. We demonstrate detection of radiation emitted by quantum cascade lasers at frequencies between 2.2 and 3.5 THz using room-temperature quasi-optically mounted planar Schottky diodes. These diodes are more readily integrated into waveguides than point-contact diodes, do not require the cryogenic environment of hot-electron bolometers and offer potentially better noise performance than superlattice devices