In this paper we describe ways to use the Wiki-platform as a tool for learning. In our teaching we have used Wiki's as an on-line text-book, for student collaborative work and as the practical course ...presentation. The choice of optimal software for a WIKI (e.g. MediaWiki, or Wikispaces) depends on the intended use, we describe our experiences with various software in the three cases above. No matter the overall purpose for the use of the Wiki, it has a great functionality that it easily updatable, it is used widely thus the format is known to the students. Besides printed literature more and more teaching material is available in a digital version and accessed either via special software or an internet browser, the same way a wiki is accessed, this automatically integrates the various learning material and gives easy and fast access to relevant information for the students. If you are not a computer expert it is not easy to set up a private web server to host a wiki, however, this can in many cases be avoided by choosing a commercially available Wiki's. We conclude that Wiki's implemented for online educational teaching material help a large part of the students to structure their studies and attain the intended learning outcomes and at least for some students in their collaborative work the learning outcome is above expected for the course.
The complex interplay between superconducting and magnetic phases remains poorly understood. Here, we report on the phase separation of doped holes into separate magnetic and superconducting regions ...in superoxygenated La(2-x)Sr(x)CuO(4+y), with various Sr contents. Irrespective of Sr-doping, excess oxygen raises the superconducting onset to 40 K with a coexisting magnetic spin-density wave that also orders near 40 K in each of our samples. The magnetic region is closely related to the anomalous, 1/8-hole-doped magnetic versions of La(2)CuO(4), whereas the superconducting region is optimally doped. The two phases are probably the only truly stable ground states in this region of the phase diagram. This simple two-component system is a candidate for electronic phase separation in cuprate superconductors, and a key to understanding seemingly conflicting experimental observations.
For the further development of spin‐echo techniques to label elastic scattering it is necessary to perform simulations of the Larmor precession of neutron spins in a magnetic field. The details of ...some of these techniques as implemented at the reactor in Delft are simulated. First, the workings of the magnetized foil flipper are simulated. A full virtual spin‐echo small‐angle neutron scattering instrument is built and tested without and with a realistic scattering sample. It is essential for these simulations to have a simulated sample that also describes the transmitted beam of unscattered neutrons, which usually is not implemented for the simulation of conventional small‐angle neutron scattering (SANS) instruments. Finally, the workings of a spin‐echo modulated small‐angle neutron scattering (SEMSANS) instrument are simulated. The simulations are in good agreement with theory and experiments. This setup can be extended to include realistic magnetic field distributions to fully predict the features of future Larmor labelling elastic‐scattering instruments. Configurations can now be simulated for more complicated combinations of SANS with SEMSANS.
Simulations of a foil‐based spin‐echo small‐angle neutron scattering instrument are performed and agree with analytical calculations. The simulation tools for polarization manipulation can be used to optimally design new spin‐echo instruments.
In this project on university pedagogics I have experimented with very different types of online quizzes and investigated how they can be used to support different aspects of active and visible ...learning on a research-based master level course in Physics. The quizzes were not part of the formal assessment of the students but the students were nevertheless very engaged in the quizzes and in most cases felt they achieved deep learning of the topic by working with the quizzes.
In this paper we describe ways to use the Wiki-platform as a tool for learning. In our teaching we have used Wiki's as an on-line text-book, for student collaborative work and as the practical course ...presentation. The choice of optimal software for a WIKI (e.g. MediaWiki, or Wikispaces) depends on the intended use, we describe our experiences with various software in the three cases above. No matter the overall purpose for the use of the Wiki, it has a great functionality that it easily updatable, it is used widely thus the format is known to the students. Besides printed literature more and more teaching material is available in a digital version and accessed either via special software or an internet browser, the same way a wiki is accessed, this automatically integrates the various learning material and gives easy and fast access to relevant information for the students.If you are not a computer expert it is not easy to set up a private web server to host a wiki, however, this can in many cases be avoided by choosing a commercially available Wiki's.We conclude that Wiki's implemented for online educational teaching material help a large part of the students to structure their studies and attain the intended learning outcomes and at least for some students in their collaborative work the learning outcome is above expected for the course.
Dansk
Vi beskriver, hvordan virtuelle eksperimenter kan udnyttes i et læringsdesign ved at forberede de studerende til hands-on-eksperimenter ved storskalafaciliteter. Vi illustrerer designet ved at ...vise, hvordan virtuelle eksperimenter bruges på Niels Bohr Institutets kandidatkursus om neutronspredning. I den sidste uge af kurset, rejser studerende til et storskala neutronspredningsfacilitet for at udføre neutronspredningseksperimenter. Vi bruger studerendes udsagn om deres oplevelser til at argumentere for, at arbejdet med virtuelle experimenter forbereder de studerende til at engagere sig mere frugtbart med eksperimenter ved at lade dem fokusere på fysikken og relevante data i stedet for instrumenternes funktion. Vi hævder, at det er, fordi de kan overføre deres erfaringer med virtuelle eksperimenter til rigtige eksperimenter. Vi finder dog, at læring stadig er situeret i den forstand, at kun kendskab til bestemte eksperimenter overføres. Vi afslutter med at diskutere de muligheder, som virtuelle eksperimenter giver.
English
We describe how virtual experiments can be utilized in a learning design that prepares students for hands-on experiments at large-scale facilities. We illustrate the design by showing how virtual experiments are used at the Niels Bohr Institute in a master level course on neutron scattering. In the last week of the course, students travel to a large-scale neutron scattering facility to perform real neutron scattering experiments. Through student interviews and survey answers, we argue, that the virtual training prepares the students to engage more fruitfully with experiments by letting them focus on physics and data rather than the overwhelming instrumentation. We argue that this is because they can transfer their virtual experimental experience to the real-life situation. However, we also find that learning is still situated in the sense that only knowledge of particular experiments is transferred. We proceed to discuss the affordances of virtual experiments.
Dansk Vi beskriver, hvordan virtuelle eksperimenter kan udnyttes i et læringsdesign ved at forberede de studerende til hands-on-eksperimenter ved storskalafaciliteter. Vi illustrerer designet ved at ...vise, hvordan virtuelle eksperimenter bruges på Niels Bohr Institutets kandidatkursus om neutronspredning. I den sidste uge af kurset, rejser studerende til et storskala neutronspredningsfacilitet for at udføre neutronspredningseksperimenter. Vi bruger studerendes udsagn om deres oplevelser til at argumentere for, at arbejdet med virtuelle experimenter forbereder de studerende til at engagere sig mere frugtbart med eksperimenter ved at lade dem fokusere på fysikken og relevante data i stedet for instrumenternes funktion. Vi hævder, at det er, fordi de kan overføre deres erfaringer med virtuelle eksperimenter til rigtige eksperimenter. Vi finder dog, at læring stadig er situeret i den forstand, at kun kendskab til bestemte eksperimenter overføres. Vi afslutter med at diskutere de muligheder, som virtuelle eksperimenter giver. English We describe how virtual experiments can be utilized in a learning design that prepares students for hands-on experiments at large-scale facilities. We illustrate the design by showing how virtual experiments are used at the Niels Bohr Institute in a master level course on neutron scattering. In the last week of the course, students travel to a large-scale neutron scattering facility to perform real neutron scattering experiments. Through student interviews and survey answers, we argue, that the virtual training prepares the students to engage more fruitfully with experiments by letting them focus on physics and data rather than the overwhelming instrumentation. We argue that this is because they can transfer their virtual experimental experience to the real-life situation. However, we also find that learning is still situated in the sense that only knowledge of particular experiments is transferred. We proceed to discuss the affordances of virtual experiments.
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