The last decade has seen an increasing demand from the industrial field of computerized visual inspection. Applications rapidly become more complex and often with more demanding real time constraints. However, from 2004 onwards the clock frequency of CPUs has not increased significantly. Computer Vision applications have an increasing demand for more processing power but are limited by the performance capabilities of sequential processor architectures. The only way to get more performance using commodity hardware, like multi-core processors and graphics cards, is to go for parallel programming. This article focuses on the practical question: How can the processing time for vision algorithms be improved, by parallelization, in an economical way and execute them on multiple platforms?
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INTRODUCTION: Acquiring practical skills is essential for dental students. These practical skills are assessed throughout their training, both formatively and summatively. However, by means of visual inspection alone, assessment cannot always be performed objectively. A computerized evaluation system may serve as an objective tool to assist the assessor.AIM: The aim of the study is to evaluate prepCheck as a tool to assess students' practical skills and as a means to provide feedback in dental education.METHODS: As part of a previously scheduled practical examination, students made a preparation for a retentive crown on the maxillary right central incisor - tooth 11. Assessments were made four times by two independent assessors in two different ways: a) conventionally and b) assisted by prepCheck. By means of Cohen's kappa coefficient, agreements between conventional and digitally assisted assessments were compared. Questionnaires were used to assess how students experienced working with prepCheck.RESULTS: Without the use of prepCheck, ratings given by teachers differed considerably (mean κ = 0.19), whereas the differences with prepCheck assistance were very small (mean κ = 0.96). Students found prepCheck a helpful tool for teachers to assess practical skills. Extra feedback given by prepCheck was considered useful and effective. However, some students complained about too few scanners and too little time for practice, and some believed that prepCheck is too strict.CONCLUSION: prepCheck can be used to assist assessors in order to obtain a more objective outcome. Results showed that practicing with feedback from both prepCheck and the teacher contributes to an effective learning process. Most students appreciated prepCheck for learning practical skills, but introducing prepCheck requires enough equipment and preparation time.
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Blended learning, a teaching format in which face-to-face and online learning is integrated, nowadays is an important development in education. Little is known, however, about its affordances for teacher education, and for domain specific didactical courses in particular. To investigate this topic, we carried out a design research project in which teacher educators engaged in a co-design process of developing and field-testing open online learning units for mathematics and science didactics. The preliminary results concern descriptions of the work processes by the design teams, of design heuristics, and of typical ways of collaborating. These findings are illustrated for the case of two of the designed online units on statistics didactics and mathematical thinking, respectively.
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In 2015, the Object Management Group published the Decision Model and Notation with the goal to structure and connect business processes, decisions and underlying business logic. Practice shows that several vendors adopted the DMN standard and (started to) integrate the standard with their tooling. However, practice also shows that there are vendors who (consciously) deviate from the DMN standard while still trying to achieve the goal DMN is set out to reach. This research aims to 1) analyze and benchmark available tooling and their accompanied languages according to the DMN-standard and 2) understand the different approaches to modeling decisions and underlying business logic of these vendor specific languages. We achieved the above by analyzing secondary data. In total, 22 decision modelling tools together with their languages were analyzed. The results of this study reveal six propositions with regards to the adoption of DMN with regards to the sample of tools. These results could be utilized to improve the tools as well as the DMN standard itself to improve adoption. Possible future research directions comprise the improvement of the generalizability of the results by including more tools available and utilizing different methods for the data collection and analysis as well as deeper analysis into the generation of DMN directly from tool-native languages.
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Aim: Improvement and harmonization of European clinical pharmacology and therapeutics (CPT) education is urgently required. Because digital educational resources can be easily shared, adapted to local situations and re-used widely across a variety of educational systems, they may be ideally suited for this purpose. Methods: With a cross-sectional survey among principal CPT teachers in 279 out of 304 European medical schools, an overview and classification of digital resources was compiled. Results: Teachers from 95 (34%) medical schools in 26 of 28 EU countries responded, 66 (70%) of whom used digital educational resources in their CPT curriculum. A total of 89 of such resources were described in detail, including e-learning (24%), simulators to teach pharmacokinetics and/or pharmacodynamics (10%), virtual patients (8%), and serious games (5%). Together, these resources covered 235 knowledge-based learning objectives, 88 skills, and 13 attitudes. Only one third (27) of the resources were in-part or totally free and only two were licensed open educational resources (free to use, distribute and adapt). A narrative overview of the largest, free and most novel resources is given. Conclusion: Digital educational resources, ranging from e-learning to virtual patients and games, are widely used for CPT education in EU medical schools. Learning objectives are based largely on knowledge rather than skills or attitudes. This may be improved by including more real-life clinical case scenarios. Moreover, the majority of resources are neither free nor open. Therefore, with a view to harmonizing international CPT education, more needs to be learned about why CPT teachers are not currently sharing their educational materials.
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