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Abstract

informa que el(los) autor(es) ha(n) autorizado a usuarios internos y externos de la institución a consultar el contenido de este documento a través del Catálogo en línea de la Biblioteca y el Repositorio Institucional en la página Web de la Biblioteca, así como en las redes de información del país y del exterior con las cuales tenga convenio la Universidad de La Sabana.Se permite la consulta a los usuarios interesados en el contenido de este documento para todos los usos que tengan finalidad académica, nunca para usos comerciales, siempre y cuando mediante la correspondiente cita bibliográfica se le de crédito al documento y a su autor.De conformidad con lo establecido en el artículo 30 de la Ley 23 de 1982 y el artículo 11 de la Decisión Andina 351 de 1993, La Universidad de La Sabana informa que los derechos sobre los documentos son propiedad de los autores y tienen sobre su obra, entre otros, los derechos morales a que hacen referencia los mencionados artículos.

A Modular, Reconfigurable Mold for a Soft Robotic Gripper Design Activity

“…In our case, the teachers' instructions, handouts, and process demonstrations (Sections B-D in Supplementary Material) seem to provide this support. Since we have not received any feedback that the activity was too challenging or too straightforward, we argue that we are indeed within the ZPD and that completing such an activity can serve to enhance student abilities (Yorke, 2003).…”

Performance, Feedback, and Revision: Metacognitive Approaches to Undergraduate Essay Writing

“…However, when student perceptions of the feedback are high, they are more likely to integrate suggestions into their future performances. Vardi (2012) argues that students improve their writing when they are given an opportunity to respond to and engage with feedback, while a large body of research supports the idea that the more specific and detailed the feedback is, the more likely students are to improve their writing performance (Ashwell 2000;Beason 1993;Fathman & Whalley, 1990;Ferris 1997;Nicol & MacfarlaneDick, 2006;Olson & Raffeld 1987;Sitko, 1993;Wingat,e 2010;Yorke, 2003). Ideally, students in this essay exercise internalize the assessment process in order to provide careful and specific feedback to an anonymous student author through their experiences during the essay-writing project.…”

Assessing Large-Project Courses

“…To some degree, we succeeded with the lecture introduced in 2013, but there is still more to be done. The inherent complexity of formative assessment is well described in the theoretical work of Yorke [Yorke 2003] who provides a multi-faceted tool for reasoning about course improvement. We are especially intrigued about making the students become independent learners as is required in their professional life.…”