The traditional classroom model has the transmission of information done in the class and the assimilation of that info done outside the class. But does that make sense? Shouldn't the instructor be the most available to the students when they are working on the hardest tasks? The inverted classroom model says "yes", and puts the lecture outside the class while freeing up time in class to be spent on hard, authentic problems to solve. This talk is all about this inverted model.
عرض عن الصف المقلوب - المعكوس ونموذج له والتخطيط للدرس
ونماذج عملية عليه
واراء مؤيده ومعارضه
والفيديو المرفق
https://www.youtube.com/watch?v=s-GzETpSnUo
علي الشوربجي
Les jointures sont un moyen en Transact-SQL pour récupérer des informations provenant de plusieurs objets distincts, qu’il s’agisse de tables, tables temporaires ou vues en utilisant si, possible, leurs clefs primaires et étrangères.
SQL Server comprend deux types de syntaxe pour respecter une compatibilité ascendante :
- Le standard ANSI SQL 89 utilisé sur les SGBD SQL Server 6.5 et 7
- Le standard ANSI SQL 92 exploité réellement à partir de la version 2000 de SQL Server
Il existe différents types de jointures, chacune répondant à des besoins précis :
- Les jointures internes,
- Les jointures externes,
- Les jointures multiples,
- L’auto-jointure.
عرض عن الصف المقلوب - المعكوس ونموذج له والتخطيط للدرس
ونماذج عملية عليه
واراء مؤيده ومعارضه
والفيديو المرفق
https://www.youtube.com/watch?v=s-GzETpSnUo
علي الشوربجي
Les jointures sont un moyen en Transact-SQL pour récupérer des informations provenant de plusieurs objets distincts, qu’il s’agisse de tables, tables temporaires ou vues en utilisant si, possible, leurs clefs primaires et étrangères.
SQL Server comprend deux types de syntaxe pour respecter une compatibilité ascendante :
- Le standard ANSI SQL 89 utilisé sur les SGBD SQL Server 6.5 et 7
- Le standard ANSI SQL 92 exploité réellement à partir de la version 2000 de SQL Server
Il existe différents types de jointures, chacune répondant à des besoins précis :
- Les jointures internes,
- Les jointures externes,
- Les jointures multiples,
- L’auto-jointure.
Encore appelés motif/patron/modèle de conception, un design pattern est une solution réutilisable à un problème récurrent de conception logiciel dans un certain cas .... Voici une brève présentation telle que nous l'avions fait en étant étudiants en cycle Ingénieur de conception en Informatique
إنتاج المحتوى التعليمي الرقمي واستخدامه في التعليم والتعلم : من حيث المقصود بصناعة المحتوى التعليمي الرقمي - خطوات صناعته - أشكال المحتوى التعليمي الرقمي - وأشكال المحتوى التعليمي الرقمي المرئي. إعداد ا.د حسين محمد أحمد عبد الباسط - كلية التربية بقنا – جامعة جنوب الوادي.
hussainbaset@hotmail.com
Support de cours réalisé pour les étudiants en IMR (Informatique Multimédia et Réseau) de l'ENSSAT (http://www.enssat.fr/), année scolaire 2010-2011.
Bien que j'aie été amenée à faire ce cours, je ne me considère vraiment pas comme une experte dans le domaine : si vous y voyez une erreur surtout n'hésitez pas à me le signaler, je mettrai le support à jour pour essayer de continuer à partager quelque-chose de correct.
Les annexes sont partagées ici : https://fr.slideshare.net/lodieDescharmes/cours-dalgorithmique-distribue-20102011-annexes
Jorge Arévalo Turrillas, expone cómo la Formación Profesional (FP) ha de mejorar a partir de su estado actual. La grabación inferior corresponde a una comparecencia sobre la LOMCE del pasado día 11 de julio de 2013 en Madrid
A framework for action: Intervening to increase adoption of transformative we...Joan E. Hughes, Ph.D.
Abstract: Web 2.0 tools have emerged as conducive for innovative pedagogy and transformative learning opportunities for youth. Currently, Web 2.0 is often adopted into teachers’ practice to simply replace or amplify traditional instructional approaches rather than promote or facilitate transformative educational change. Current models of innovation adoption do not adequately address successful diffusion of transformative educational technology. A new interactional model, called a framework-for-action (FFA), repositions ‘success’ on qualitative criteria and necessitates timely intervention by change agents at ‘points of factor interaction’ in the change process. These interventions engage potential adopters (i.e., teachers) in meaningful learning opportunities that reposition individuals or groups to make decisions leading to adoption of technologies that support transformative learning and teaching with web 2.0 tools.
Final published article can be found at:
Hughes, J. E., Guion, J.*, Bruce, K.*, Horton, L.*, & Prescott, A.* (2011.) A framework for action: Intervening to increase adoption of transformative web 2.0 learning resources. Educational Technology, 51(2), 53-61.
FellowBuddy.com is an innovative platform that brings students together to share notes, exam papers, study guides, project reports and presentation for upcoming exams.
We connect Students who have an understanding of course material with Students who need help.
Benefits:-
# Students can catch up on notes they missed because of an absence.
# Underachievers can find peer developed notes that break down lecture and study material in a way that they can understand
# Students can earn better grades, save time and study effectively
Our Vision & Mission – Simplifying Students Life
Our Belief – “The great breakthrough in your life comes when you realize it, that you can learn anything you need to learn; to accomplish any goal that you have set for yourself. This means there are no limits on what you can be, have or do.”
Like Us - https://www.facebook.com/FellowBuddycom
Encore appelés motif/patron/modèle de conception, un design pattern est une solution réutilisable à un problème récurrent de conception logiciel dans un certain cas .... Voici une brève présentation telle que nous l'avions fait en étant étudiants en cycle Ingénieur de conception en Informatique
إنتاج المحتوى التعليمي الرقمي واستخدامه في التعليم والتعلم : من حيث المقصود بصناعة المحتوى التعليمي الرقمي - خطوات صناعته - أشكال المحتوى التعليمي الرقمي - وأشكال المحتوى التعليمي الرقمي المرئي. إعداد ا.د حسين محمد أحمد عبد الباسط - كلية التربية بقنا – جامعة جنوب الوادي.
hussainbaset@hotmail.com
Support de cours réalisé pour les étudiants en IMR (Informatique Multimédia et Réseau) de l'ENSSAT (http://www.enssat.fr/), année scolaire 2010-2011.
Bien que j'aie été amenée à faire ce cours, je ne me considère vraiment pas comme une experte dans le domaine : si vous y voyez une erreur surtout n'hésitez pas à me le signaler, je mettrai le support à jour pour essayer de continuer à partager quelque-chose de correct.
Les annexes sont partagées ici : https://fr.slideshare.net/lodieDescharmes/cours-dalgorithmique-distribue-20102011-annexes
Jorge Arévalo Turrillas, expone cómo la Formación Profesional (FP) ha de mejorar a partir de su estado actual. La grabación inferior corresponde a una comparecencia sobre la LOMCE del pasado día 11 de julio de 2013 en Madrid
A framework for action: Intervening to increase adoption of transformative we...Joan E. Hughes, Ph.D.
Abstract: Web 2.0 tools have emerged as conducive for innovative pedagogy and transformative learning opportunities for youth. Currently, Web 2.0 is often adopted into teachers’ practice to simply replace or amplify traditional instructional approaches rather than promote or facilitate transformative educational change. Current models of innovation adoption do not adequately address successful diffusion of transformative educational technology. A new interactional model, called a framework-for-action (FFA), repositions ‘success’ on qualitative criteria and necessitates timely intervention by change agents at ‘points of factor interaction’ in the change process. These interventions engage potential adopters (i.e., teachers) in meaningful learning opportunities that reposition individuals or groups to make decisions leading to adoption of technologies that support transformative learning and teaching with web 2.0 tools.
Final published article can be found at:
Hughes, J. E., Guion, J.*, Bruce, K.*, Horton, L.*, & Prescott, A.* (2011.) A framework for action: Intervening to increase adoption of transformative web 2.0 learning resources. Educational Technology, 51(2), 53-61.
FellowBuddy.com is an innovative platform that brings students together to share notes, exam papers, study guides, project reports and presentation for upcoming exams.
We connect Students who have an understanding of course material with Students who need help.
Benefits:-
# Students can catch up on notes they missed because of an absence.
# Underachievers can find peer developed notes that break down lecture and study material in a way that they can understand
# Students can earn better grades, save time and study effectively
Our Vision & Mission – Simplifying Students Life
Our Belief – “The great breakthrough in your life comes when you realize it, that you can learn anything you need to learn; to accomplish any goal that you have set for yourself. This means there are no limits on what you can be, have or do.”
Like Us - https://www.facebook.com/FellowBuddycom
Ohop Tree Planting Pre-Trip Presentation Fall 2015Alex Storvick
This presentation provides information for the field trips to Ohop Valley where students plant trees as part of a restoration project. It includes educational information, some history, and project information.
Slides from an online presentation given to teachers in the Enhancing Education Through Technology group under the auspices of Erie 1 BOCES. April, 2009.
2019년 5월 23일 창원대학교 정보통신공학과 특강자료 입니다.
* 일 시 : 2019년 5월 23일 (목) 13:00 ~
* 장 소 : 창원대학교 51호관 328호실
* 강연자 : 한국전자통신연구원(ETRI) 김성수 책임연구원
* 주 최 : 창원산업진흥원
* 주 관 : 창원시 스마트모바일앱지원센터
Prototyping and iteration aren't new ideas. But when deadlines are tight, and you're on the hook to deliver a cool new technology or user experience, what do you do? Over and over, I see people spending too much time making polishing, and too little time exploring.
Characteristics of a good researcher - am i a researcher?Dr. Mazlan Abbas
Presentation to IIUM - Industry Talk
March 15, 2013 @ 3.00pm
Auditorium B, E2-Level 2,
Kulliyyah of Engineering
International Islamic University Malaysia (IIUM),
Gombak, Malaysia
PyCon Toronto 2013: EduPsych Theory for Python Hackers 2.0Mel Chua
A hacker's translation of engineering education graduate school.
How can we think about designing learning experiences? How do we understand ourselves as individual learners with distinct styles? How can we describe the way community interactions help us learn?
These questions -- and more -- are tackled and illustrated with examples from Python development (and occasional pictures of cats). If you're a hacker, you're already doing awesome learning stuff -- now learn a vocabulary you can use to talk about it!
Interest in Neural networks is growing with many areas from image recognition to speech processing reporting impressive results. Applications in Natural language processing with Neural networks have found multiple applications. With advances in software and hardware technologies, and interest in AI based applications growing, it is time to understand neural networks applied to natural language processing better!
In this workshop, we will discuss the basics of neural networks and natural language processing and discuss how neural approaches differ from traditional natural language modeling techniques with practical applications.
Similar to Inverting the classroom, improving student learning (20)
This talk explores some of the properties of the columnar transposition cipher, a classical encryption technique that uses a rectangular grid structure to shuffle the characters of the plaintext. This means that the columnar transposition cipher is a permutation, and the group theoretic structure of the cipher admits some interesting features.
The inverted classroom and peer instruction: designing classes for meaningful...Robert Talbert
(Keynote presentation given at the annual conference of the Michigan Mathematical Association of Two-Year Colleges, Detroit, MI on October 5, 2013.)
The way we traditionally design college classes -- with lecture front and center in class and homework outside of class -- suffers from two serious flaws: There is no natural way to find and repair student misconceptions by the end of class, and students' access to expert help is inversely proportional to their need for help. The inverted or "flipped" classroom is a solution to those design flaws. In this presentation we discuss flipped course design, best practices for designing a flipped lesson, and lessons learned from flipping.
Better Learning Through Voting: Using classroom response systems to improve s...Robert Talbert
Slides from the first portion of a workshop on classroom response systems (clickers) given to faculty at Ferris State University, 23 August 2013. Facilitated by Robert Talbert, PhD., Department of Mathematics, Grand Valley State University.
Teaching and learning in the inverted classroomRobert Talbert
Slides from a presentation for a faculty workshop at Lindsey Wilson College, 14 August 2013.
The inverted or "flipped" classroom is a way to design classes so that students have all the time they need in class to engage with the most challenging material *and* get the help they need at the same time. This presentation breaks down the issues with the traditional classroom model, explains what's involved with the inverted classroom, goes through two case studies, and gives some ideas for best practices.
Learning matlab in the inverted classroom Robert Talbert
A look at a use of the inverted classroom model to teach introductory scientific programming to freshmen using MATLAB. (Talk delivered to the Computers in Education Division, American Society for Engineering Education conference, 13 June 2012, San Antonio, TX USA.)
Classroom response systems in mathematics: Learning math better through votingRobert Talbert
Have you ever wondered if there's a simple way to get students more engaged in a math class? Do you feel that students would benefit from an enhanced focus on conceptual learning in math? If so, there's a simple solution: Let students vote. This session describes different ways to incorporate student voting into mathematics classes, particularly through the use of classroom response systems or "clickers". Of particular interest is peer instruction, a teaching technique that combines the best elements of the flipped classroom, direct instruction, and collaborative learning with a twist of voting to make it all work.
(These are slides from a session given at Math in Action 2012 on the campus of Grand Valley State University, Allendale, MI on February 25, 2012.)
Making proofs click: Classroom response systems in transition-to-proof coursesRobert Talbert
[Presentation given at the AMS/MAA Joint Meetings, Boston, MA on 1/4/2012.]
Transition-to-proof courses, designed to prepare students from calculus and other lower-level courses for the methodology
of upper-level mathematics, are often dicult for students in several ways. Students who are used to purely algorithmic
approaches to mathematics experience culture shock at the more open-ended and uncertain mathematical world that such
courses introduce. The elements of communication and writing often play a much larger role in these courses than in
earlier ones. And generally, these courses signal a major change in the way students conceive of the study of mathematics,
which can make further study of mathematics stressfully forbidding.
Technology can help students make this transition. In particular, classroom response systems, or "clickers", open
up the classroom to a range of pedagogical approaches that can help students learn mathematical abstraction and
good mathematical writing practice. In this talk, we discuss some instances of clicker-enabled pedagogy in the author's
Communicating in Mathematics class, including peer instruction, and peer review of writing samples.
Examining the cycle structure and order of columnar transposition ciphers as elements of the symmetric group on L elements (L = length of message). Talk given at Ball State University Faculty Mathematics Colloquium, 2 April 2009.
Changes to Mathematics Programs at Franklin CollegeRobert Talbert
Presentation detailing the new, improved mathematics offerings at Franklin College.
A 32-minute movie of this presentation is available at http://blip.tv/file/1748299/ .
Using integer congruence and modular arithmetic to do shift ciphers on a spreadsheet. Day 2 of minicourse for MAT 140: Introduction to the Mathematical Sciences.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
4. AGENDA
• Two phases of learning, and the
traditional classroom model
5. AGENDA
• Two phases of learning, and the
traditional classroom model
• The concept of the inverted
classroom model
6. AGENDA
• Two phases of learning, and the
traditional classroom model
• The concept of the inverted
classroom model
• Implementation case studies
7. AGENDA
• Two phases of learning, and the
traditional classroom model
• The concept of the inverted
classroom model
• Implementation case studies
• Tools and practices for the
inverted classroom
8. AGENDA
• Two phases of learning, and the
traditional classroom model
• The concept of the inverted
classroom model
• Implementation case studies
• Tools and practices for the
inverted classroom
• Short‐ and long‐term effects of
the inverted classroom
48. The basic inverted classroom workflow
GIVEN:
Print/video resources for basic information
List of clearly-stated learning objectives
Exercises on basic skills
49. The basic inverted classroom workflow
GIVEN:
Print/video resources for basic information
List of clearly-stated learning objectives
Exercises on basic skills
On to the next topic
Viewing/reading for Guided practice for
basic information basic skills
INTO THE CLASS MEETING
Quiz
ASSIMILATION
(to reinforce individual Further problems/HW
PROBLEMS
mastery)
52. CMP 150: Computer Tools for Problem Solving
Franklin College
1‐credit intro to MATLAB and programming for students going
on to Calculus III and Linear algebra
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!"#$
53. CMP 150: Computer Tools for Problem Solving
Franklin College
1‐credit intro to MATLAB and programming for students going
on to Calculus III and Linear algebra
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<=>8=,,+8=>" ,=>8=,,+8=>"
54. CMP 150: Computer Tools for Problem Solving
Franklin College
1‐credit intro to MATLAB and programming for students going
on to Calculus III and Linear algebra
!"#$"%&$'"()*$"+%#,%&$-.'/)"%(&#),&)% !"#$%&'$('&)*+,-)&')"./-0'!12314'
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<=>8=,,+8=>" ,=>8=,,+8=>"
Liberal arts focus: Lifelong learning, intellectual self‐
feeding, problem solving, technical analysis of problems
56. Tools for work in CMP 150
Guided Practice
Overview
List of competencies
Screencast links
Tasks to perform
57. Tools for work in CMP 150
Guided Practice
Overview
List of competencies
Screencast links
Tasks to perform
Clicker quiz
58. Tools for work in CMP 150
Guided Practice
Overview
List of competencies
Screencast links
Tasks to perform
Clicker quiz
Lab Problem Sets
59. Tools for work in CMP 150
Guided Practice
Overview
List of competencies
Screencast links
Tasks to perform
Clicker quiz
Lab Problem Sets
Also: Student projects, final exam
60. A week in the life of CMP 150
Lab Problem Set
from Wednesday
due by 11:00 PM
One task from QUIZ at beginning of class
New Guided Guided Practice LAB PROBLEM SETS during class
Practice assigned due ROUGH DRAFT due at end of class
rs
s
s
s
on
n
t
ed
ed
i
e
Sa
u
Fr
Su
Tu
M
Th
W
W
Watch screencasts Finish GP tasks, rewatch screencasts,
and work GP tasks office hours/email
Example of a typical cycle at the class blog
79. CREATING EFFECTIVE GUIDED
PRACTICE
• Givestudents a sense of what’s ahead and where it fits with
what they know
80. CREATING EFFECTIVE GUIDED
PRACTICE
• Givestudents a sense of what’s ahead and where it fits with
what they know
• Organize around minimal amount of important ideas
81. CREATING EFFECTIVE GUIDED
PRACTICE
• Givestudents a sense of what’s ahead and where it fits with
what they know
• Organize around minimal amount of important ideas
• Give sufficient but not onerous amount of out-of-class work
82. CREATING EFFECTIVE GUIDED
PRACTICE
• Givestudents a sense of what’s ahead and where it fits with
what they know
• Organize around minimal amount of important ideas
• Give sufficient but not onerous amount of out-of-class work
• Set up clear competencies to master by class time
83. CREATING EFFECTIVE GUIDED
PRACTICE
• Givestudents a sense of what’s ahead and where it fits with
what they know
• Organize around minimal amount of important ideas
• Give sufficient but not onerous amount of out-of-class work
• Set up clear competencies to master by class time
• Design
small number of tasks that guide through those
competencies
87. QUIZZES
• Short, inexpensive
• Purpose: Individual
accountability
• Clickers allow instant
feedback and grading that
can be addressed right away
in the class
89. Instructions
• This quiz consists of 4 multiple choice
questions and one short answer question.
• Use the clickers to answer the multiple choice
questions and the notecard to respond to the
short answer question.
• You will have up to one minute to answer
each multiple choice question.
• You may use MATLAB at any time, although
it will take less time to answer conceptually.
90. Question 1
What should go in the blank in order to have the FOR
loop start the counter at 0, increment by 20, and end
at 100?
for i = _____________
(A) linspace(0, 100, 20)
(B) 0:5:100
(C) 0:20:100
(D) 0:100:20
(E) 20:0:100
91. Question 2
What MATLAB term always ends a FOR
loop?
(A) END
(B) FINISH
(C) ROF
(D) STOP
(E) No ending term is necessary
92. Question 3
The code on the left constructs a vector
v. What does MATLAB return if you type
v(3) after running the code?
v = [ ];
(A) 0
for i = 0:2:10 (B) 3
v = [v i];
end (C) 4
(D) 6
(E) An error message
93. Question 4
sum = 0; What is the value of sum
for i = 2:1:10
after running the code on
if isprime(i) the left?
sum = sum + 1; (A) 0
end
end (B) 4
Reminder: ISPRIME(n) is 1 if (C) 10
n is a prime number and 0
otherwise. (D) 17
Prime numbers less than 20: (E) An error message occurs
2, 3, 5, 7, 11, 13, 17, 19.
94. Question 5
(Short Answer; 1 point)
What’s one question you have remaining
after this week’s videos, Guided Practice,
and Quiz?
Write your question down on the notecard
along with your name.
97. RESPONSES FROM CMP 150 ALUMNI SURVEY,
FALL 2010
How to solve a problem by writing an
algorithm and how to think about a
problem logically.
Being able to use the help in MATLAB
effectively. I never used the help section
in a program before.
98. RESPONSES FROM CMP 150 ALUMNI SURVEY,
FALL 2010
How to solve a problem by writing an
algorithm and how to think about a
problem logically.
Being able to use the help in MATLAB
effectively. I never used the help section
in a program before.
I learned that discovering things on my own
is generally more beneficial than having
things spelled out.
100. Motivated Strategies for Learning Questionnaire*
Please rate the following items based on your behavior in this class. Your rating should be on a 7
-
point scale where 1= not at all true of me to 7=very true of me .
1. I prefer class work that is challenging so I can learn new things.
2. Compared with other students in this class I expect to do well
3. I am so nervous during a test that I cannot remember facts I have learned
4. It is important for me to learn what is being taught in this class
5. I like what I am learning in this class
6. I’m certain I can understand the ideas taught in this course
7. I think I will be able to use what I learn in this class in other classes
8. I expect to do very well in this class
9. Compared with others in this class, I think I’m a good student
10. I often choose paper topics I will learn something from even if they require more
work
11. I am sure I can do an excellent job on the problems and tasks assigned for this
class
12. I have an uneasy, upset feeling when I take a test
Pilot study: Current CMP 150 class, pre/post test with
13. I think I will receive a good grade in this class
14. Even when I do poorly on a test I try to learn from my mistakes
MSLQ; preliminary data in May 2011
15. I think that what I am learning in this class is useful for me to know
16. My study skills are excellent compared with others in this class
17. I think that what we are learning in this class is interesting
102. Cannod, G., Burge, J., and Helmick, M. “Using the
inverted classroom to teach software engineering”.
http://drcmia.ohiolink.edu/bitstream/handle/2374.MIA/
206/fulltext.pdf
Lage, M. J.,Platt, G. J. & Treglia, M. “Inverting the
classroom: A gateway to creating an inclusive learning
environment”. Journal of Economic Education, 30(1):
2000.
McShea, J. “The Inverted Classroom”, http://
www.hg2s.com/blog/tag/inverted-classroom/
McDaniel, S., forthcoming article in Journal of
Developmental Education