From ray optics to modal analysis: using photonics web simulations to build intuition and address common misconceptions.

The emerging field of silicon photonics has created a large need for Ph.D. photonic integrated circuit design engineers. Developing intuition for electromagnetic waves at the micron scale is a major challenge facing undergraduate and graduate students in photonics. Students often misapply lessons learned from macroscale ray optics to submicron waveguide modes in dielectric structures. In this work, key student misconceptions were identified and addressed in a research study using photonics training simulations. A learning module with interactive 3D vector field visualizations was deployed in a massive open online course to train the next generation of photonics design engineers.

Hierarchy and Reliability of the Preschool Language Scales-Fifth Edition: Mokken Scale Analysis.

Purpose This study examined the psychometric properties of the Preschool Language Scales-Fifth Edition (PLS-5 English) among preschool children from low-socioeconomic status (SES) families. Method The PLS-5 was administered individually to 169 3- to 4-year-old children enrolled in Head Start programs. We carried out a Mokken scale analysis (MSA), which is a nonparametric item response theory analysis, to examine the hierarchy among items and the reliability of test scores of the PLS-5 Auditory Comprehension (AC) and Expressive Communication (EC) scales. Results The PLS-5 EC items retained a moderate Mokken scale with the inclusion of all the items. On the other hand, the PLS-5 AC items formed a moderate Mokken scale only with the exclusion of five unscalable items. The latent class reliability coefficients for the AC and the EC scale scores were both above .90. Several items that violated the invariant item ordering assumption were found for both scales. Conclusions MSA can be used to examine the relationship between the latent language ability and the probability of passing an item with ordinal responses. Results indicate that for preschool children from low-SES families, it is appropriate to use the PLS-5 EC scale scores for comparing individuals' expressive language abilities; however, researchers and speech-language pathologists should be cautious when using the PLS-5 AC scale scores to evaluate individuals' receptive language abilities. Other implications of the MSA results are further discussed.

TeachBot: Towards teaching robotics fundamentals for human-robot collaboration at work.

The shortage of skilled workers who can use robots is a crucial issue hampering the growth of manufacturing industries. We present a new type of workforce training system, TeachBot, in which a robotic instructor delivers a series of interactive lectures using graphics and physical demonstration of its arm movements. Furthermore, the TeachBot allows learners to physically interact with the robot. This new human-computer interface, integrating oral and graphical instructions with motion demonstration and physical touch, enables to create engaging training materials. Effective learning takes place when the learner simultaneously interacts with an embodiment of new knowledge. We apply this "Learning by Touching" methodology to teach basic concepts, e.g. how a shaft encoder and feedback control work. In a pilot randomized control test with a small number of human subjects, we find suggestive evidence that Learning by Touching enhances learning effectiveness in this robotic context for adult learners. Students whose learning experience included touching the robot as opposed to watching it delivers the lessons showed gains in their ability to integrate knowledge about robotics. The "touching" group showed statistically significant gains in self-efficacy, which is an important antecedent to further learning and successful use of new technologies, as well as gains in knowledge about robotic concepts that trend toward significance.

Translating the ICAP Theory of Cognitive Engagement Into Practice.

ICAP is a theory of active learning that differentiates students' engagement based on their behaviors. ICAP postulates that Interactive engagement, demonstrated by co-generative collaborative behaviors, is superior for learning to Constructive engagement, indicated by generative behaviors. Both kinds of engagement exceed the benefits of Active or Passive engagement, marked by manipulative and attentive behaviors, respectively. This paper discusses a 5-year project that attempted to translate ICAP into a theory of instruction using five successive measures: (a) teachers' understanding of ICAP after completing an online module, (b) their success at designing lesson plans using different ICAP modes, (c) fidelity of teachers' classroom implementation, (d) modes of students' enacted behaviors, and (e) students' learning outcomes. Although teachers had minimal success in designing Constructive and Interactive activities, students nevertheless learned significantly more in the context of Constructive than Active activities. We discuss reasons for teachers' overall difficulty in designing and eliciting Interactive engagement.

The Nursing Student Self-Efficacy Scale: development using item response theory.

BACKGROUND: For nurse educators to optimize instruction that supports students' accurate estimates of their ability, a sound measure of nursing self-efficacy is needed. OBJECTIVE: To provide evidence for an adequate item response theory model fit to scores measuring nursing students' self-efficacy to care for critically ill patients and to use the theory to provide evidence for reliable and valid interpretation of self-efficacy scores. METHODS: The Nursing Student Self-Efficacy Scale was administered to 421 nursing students. Data regarding students' self-efficacy beliefs for psychomotor skill performance and communication skills were analyzed using the generalized partial credit item response theory model. RESULTS: All items showed acceptable model-data fit using the chi-square test with an alpha of .001. Review of item information functions showed that 40% of the items provided high information about self-efficacy and 20% provided moderately high information. Comparison of trait level distributions with reliability information given by the two subscales showed that the psychomotor subscale measured self-efficacy most accurately for second and third semester students and the communication subscale measured efficacy most accurately for first and second semester students. Significant mean differences in self-efficacy scores from both subscales were found between students in successive semesters of the program. DISCUSSION: Data analysis provided some evidence for reliable interpretation of scores indicating self-efficacy beliefs of nursing students. Comparison of scores from students in different semesters provided validity evidence; the instrument could be used to discriminate between beginning students and more advanced students possessing different levels of self-efficacy. When used for scale development, item response theory procedures can be more informative about item and test reliability than classical true score theory.