title: Easy over: A 3-week mid-semester trial flipping a practical paper

authors: Scott, Jonathan B.

abstract: `Flipping the classroom’ means replacing the standard lecture with additional hands-on learning — tutorials or labs. We are preparing short, focused videos covering the same material previously delivered as lectures, to become assigned take-home viewing. We plan to flip a period of 3 weeks in a first-year paper that is already intensely practical and handson. A previous move to online tutorials (“eTutorials”) resulted in better learning and the students appreciated the flexibility. Will the same happen with “eLectures”? This presentation will describe our plan and the process undertaken to develop flip videos in the context of an electronics course. We will share some examples of our videos and describe the experience. We may speculate on the outcome.

text: Easy over: A 3-week mid-semester trial flipping a practical paper `Flipping the classroom’ means replacing the standard lecture with additional hands-on learning — tutorials or labs. We are preparing short, focused videos covering the same material previously delivered as lectures, to become assigned take-home viewing. We plan to flip a period of 3 weeks in a first-year paper that is already intensely practical and handson. A previous move to online tutorials (“eTutorials”) resulted in better learning and the students appreciated the flexibility. Will the same happen with “eLectures”? This presentation will describe our plan and the process undertaken to develop flip videos in the context of an electronics course. We will share some examples of our videos and describe the experience. We may speculate on the outcome.

year: 2015

title: A simple microcontroller based digital lock-in amplifier for the detection of low level optical signals

authors: Dorrington, Adrian A.

subjects: digital lock-in amplifier

abstract: Traditionally digital lock-in amplifiers sample the input signal at a rate much higher than the lock-in reference frequency and perform the lock-in algorithm with high-speed processors. We present a small and simple digital lock-in amplifier that uses a 20 bit current integrating analogue-to-digital converter interfaced to a microcontroller. The sample rate is set to twice the reference frequency placing the sampled lock-in signal at the Niquest frequency allowing the lock-in procedure to be performed with one simple algorithm. This algorithm consists of a spectral inversion technique integrated into a highly optimised low-pass filter. We demonstrate a system with a dynamic range of 103dB recovering signals up to 85dB below the interference.

text: A simple microcontroller based digital lock-in amplifier for the detection of low level optical signals Traditionally digital lock-in amplifiers sample the input signal at a rate much higher than the lock-in reference frequency and perform the lock-in algorithm with high-speed processors. We present a small and simple digital lock-in amplifier that uses a 20 bit current integrating analogue-to-digital converter interfaced to a microcontroller. The sample rate is set to twice the reference frequency placing the sampled lock-in signal at the Niquest frequency allowing the lock-in procedure to be performed with one simple algorithm. This algorithm consists of a spectral inversion technique integrated into a highly optimised low-pass filter. We demonstrate a system with a dynamic range of 103dB recovering signals up to 85dB below the interference.

year: 2002

title: Indigenous epistemology in a national curriculum framework?

authors: Macfarlane, Angus

subjects: curriculum competencies

abstract: In this article, a group of four indigenous Māori educators and one non-Māori educator comment on a proposed amendment to the New Zealand National Curriculum Framework to replace the current separate sets of skills, values and attitudes with five generic performance-based key competencies. The paper discusses important parallels between western/European sociocultural theorizing on human development and learning (on which the key competencies seemed to be based), and the values, beliefs and preferred practices that are embodied within an indigenous Māori cultural worldview (Te Ao Māori). A Māori worldview is characterized by an abiding concern for the quality of human relationships that need to be established and maintained if learning contexts are to be effective for Māori students, and for these relationships to balance individual learning and achievement against responsibilities for the well-being and achievement of the group. Within such a worldview, education is understood as holistic, collective, experiential and dependent upon a free exchanging of teaching and learning roles. The article describes five specific cultural constructs within this worldview that highlight Māori traditional understandings of human development and learning and teaching, and aligns and compares these constructs with the five key competencies proposed. The article argues that the worldviews of Māori people in New Zealand provide an extensive and coherent framework for theorizing about human development and education, and are able to contribute strongly and positively to the development of a national school curriculum for the benefit all students. Implications for other contexts can also be drawn.

text: Indigenous epistemology in a national curriculum framework? In this article, a group of four indigenous Māori educators and one non-Māori educator comment on a proposed amendment to the New Zealand National Curriculum Framework to replace the current separate sets of skills, values and attitudes with five generic performance-based key competencies. The paper discusses important parallels between western/European sociocultural theorizing on human development and learning (on which the key competencies seemed to be based), and the values, beliefs and preferred practices that are embodied within an indigenous Māori cultural worldview (Te Ao Māori). A Māori worldview is characterized by an abiding concern for the quality of human relationships that need to be established and maintained if learning contexts are to be effective for Māori students, and for these relationships to balance individual learning and achievement against responsibilities for the well-being and achievement of the group. Within such a worldview, education is understood as holistic, collective, experiential and dependent upon a free exchanging of teaching and learning roles. The article describes five specific cultural constructs within this worldview that highlight Māori traditional understandings of human development and learning and teaching, and aligns and compares these constructs with the five key competencies proposed. The article argues that the worldviews of Māori people in New Zealand provide an extensive and coherent framework for theorizing about human development and education, and are able to contribute strongly and positively to the development of a national school curriculum for the benefit all students. Implications for other contexts can also be drawn.

year: 2008