PEPFL:A framework for a practical and efficient privacy-preserving federated learning

As an emerging joint learning model,federated learning is a promising way to combine model parameters of different users for training and inference without collecting users’original data.However,a practical and efficient solution has not been established in previous work due to the absence of efficient matrix computation and cryptography schemes in the privacy-preserving federated learning model,especially in partially homomorphic cryptosystems.In this paper,we propose a Practical and Efficient Privacy-preserving Federated Learning(PEPFL)framework.First,we present a lifted distributed ElGamal cryptosystem for federated learning,which can solve the multi-key problem in federated learning.Secondly,we develop a Practical Partially Single Instruction Multiple Data(PSIMD)parallelism scheme that can encode a plaintext matrix into single plaintext for encryption,improving the encryption efficiency and reducing the communication cost in partially homomorphic cryptosystem.In addition,based on the Convolutional Neural Network(CNN)and the designed cryptosystem,a novel privacy-preserving federated learning framework is designed by using Momentum Gradient Descent(MGD).Finally,we evaluate the security and performance of PEPFL.The experiment results demonstrate that the scheme is practicable,effective,and secure with low communication and computation costs.

Lecturers’Efforts in Building Rapport in the English-Medium Instruction(EMI)Context:Focus on the Use of Communication Strategies

Past studies reveal the prevalence of anxiety,coupled with low motivation and disengagement among students in English-medium instruction(EMI)programs.Given the detrimental impact these negative emotions can have on learning outcomes,it is imperative that teachers establish positive emotional rapport with their students.This study explores how experienced and highly rated EMI lecturers at a Chinese university’s overseas campus use communication strategies to build rapport with their students during interactive academic activities.It identifies the strategies used by these lecturers and examines how the strategies facilitate the teaching-learning process.The data,consisting of 10 hours of tutorials and 10 hours of supervisor-student supervision meetings,is analyzed using an adapted Conversation Analysis(CA)approach.The analysis reveals three types of communication strategies(CSs)frequently used by lecturers:back-channeling,codeswitching,and co-creation of messages.By employing these strategies,the lecturers established a strong rapport with the students,which created an encouraging and supportive learning environment.Consequently,this positive atmosphere facilitated students’learning of content knowledge through English.The findings of this study have implications for the training of lecturers who encounter difficulties in establishing rapport with multilingual students in the EMI setting.

A Study of Pharmacist-Patient Communication: Examining Optimal Distance and Angle Using an Eye-Tracking System

This study focuses on seating arrangement and interpersonal distance as important aspects of nonverbal communication and aims to elucidate the optimal distance and angle between pharmacist and patient through an analysis based on the subjective evaluation of the patient and the objective evaluation of eye movements. Seven female simulated patients and one male and one female pharmacist cooperated as patients and pharmacists, respectively. The medication teaching scenes were set up with three pharmacist placements (face-to-face at 50 cm and 70 cm, 90-degree at 70 cm) and three hospital rooms (0-degree, 45-degree, 90-degree). Pupil diameter, blink rate, saccades, and fixation rate of the patient at each of these locations were measured using a Tobii Pro Glass 2. The patient’s subjective evaluation at each placement was also investigated using the conversation scale, which assesses the optimal distance for conversation. The results for the pharmacy setting revealed that pupils were significantly more mydriatic at the 50 cm point than at the other points. The results for the hospital room setting showed the greatest mydriasis at the 0-degree point. The result of the 50 cm point for the pharmacy setting and the 0-degree point for the hospital room setting was similar to that of the subjective evaluation. When the likelihood of saccades occurrence in the hospital room setting was compared, saccades were found to be most likely to occur when medication instructions were given to patients at the 0-degree point. We believe that using pupil diameter for interpersonal distance, and saccades for angle will enable more accurate determinations of the optimal distance and angle between pharmacist and patient. The results of the present study suggest that the 70 cm face-to-face point in the pharmacy and the 45-degree point in the ward may be suitable for medication instruction.

An Assessment of English Instruction for Elementary-Level Students in Jeddah Governorate, as Perceived by English Supervisors and Educators

This study investigated the perceptions of English educators and supervisors in Jeddah Governorate regarding the process of teaching English to elementary students.A survey was conducted using a sample size of 94 educators and 10 supervisors.The data indicate that respondents considered English instruction at the elementary level essential for expanding kids’perspectives,improving academic performance,and promoting international involvement.The main advantages cited are the development of English language skills and the promotion of early education.Although not as easily noticeable,the disadvantages include potential negative impacts on an individual’s proficiency in Arabic and their sense of national identification.The highlighted challenges encompass insufficient teacher training,student reluctance towards English,limited resources,and school disparities.The proposed techniques focused on prioritizing English instructors’training,ensuring the use of appropriate content,utilizing technology,and promoting awareness of students and educators.The current research found different obstacles in teaching English at elementary stages.To overcome these obstacles,it will be essential to enhance teacher competencies,develop efficient teaching methods,get the backing of stakeholders,assign adequate resources,and carry out continuous evaluations.Further research can also contribute to a better understanding of how early English learning impacts on Arabic identity and proficiency.

A Survey Study of Kindergarten Teachers’Use of ChatGPT to Support Instructional Design

With the rapid development of information technology,Artificial Intelligence(AI)is gradually applied to a wide range of fields,especially the powerful ability of ChatGPT to bring infinite possibilities for education,but teachers’attitudes toward using it are not yet clear.The study investigates the use of ChatGPT by kindergarten teachers to support instructional design using questionnaires and interviews to explore the attitudes and perceptions of kindergarten teachers toward its use.The results indicate that kindergarten teachers hold positive preferences for technology acceptance,perceived self-efficacy,and learning attitudes toward using ChatGPT for instructional design.Meanwhile,the study argues that more research is needed in the future to focus on how kindergarten teachers can aptly use ChatGPT to improve the quality of instruction in realistic instructionenvironments.

A Study on the Application of Task-Driven Teaching Method in High School Mathematics Teaching: Taking “The Determination of Vertical Line and Plane” as an Example

The“Ordinary High School Mathematics Curriculum Standards(2017 Edition,2020 Revision)”clearly stated in“Teaching Suggestions”that“teaching activities based on the core literacy of mathematics should grasp the essence of mathematics,create appropriate teaching situations,put forward appropriate mathematical questions,stimulate students to think and communicate,and form and develop the core literacy of mathematics.”The task-driven teaching model is a new type of teaching method that takes tasks as the main line,teachers as the guide,and students as the main body,which can enable students to engage deeply in classroom discussions and think actively.Based on the characteristics and principles of the task-driven teaching method,this paper designs a high school mathematics classroom teaching based on the task-driven teaching method,hoping to provide a reference for the majority of front-line teachers.

GAFEE:5 Steps to Teach Effectively

The authors first propose the GAFEE(Goal-Oriented Engagement,Autonomous Exploration,Feedback-Enhanced Explanation,Challenge-Driven Elaboration,Collaborative Evaluation,Iterative Design,and Technological Synergy)instructional design model,which is based on the integration of gamified teaching and the 5E teaching model.It aims to address the issue of gamification not being systematically incorporated into the curriculum,while also enhancing engagement in the educational setting,stimulating interest in learning,and achieving better learning outcomes.The theoretical application of the GAFEE model is demonstrated through a hypothetical case involving a fourth-grade English class,highlighting its potential to improve students'vocabulary acquisition,grammar comprehension,and speaking proficiency.The study argues that the GAFEE model offers a novel approach to enhancing instructional practices by leveraging gamification strategies.It also emphasizes the need for empirical research to validate the model's effectiveness and broader applicability in gamified educational settings.

A Study on High School Mathematics Teaching Design Based on Teaching for Robust Understanding: Taking the Cosine Theorem as an Example

Teachers’teaching behavior plays a crucial role in students’development,and there are problems in the current teaching behavior of mathematics teachers such as ignoring students’cognitive needs,lack of equal opportunities for students’classroom performance as well as lack of formative evaluation of students.In order to solve the phenomenon,this paper analyzes and explains how to promote teaching based on the Teaching for Robust Understanding(TRU)evaluation framework with the goal of focusing on the development of all students,taking the teaching design of The Cosine Theorem as an example,and provides ideas and methods for first-line high school mathematics teachers.

Exploring Pedagogical Ideologies and Strategies for College English Writing Instruction from a Generative Artificial Intelligence Perspective

This study,drawing on the commonalities between generative artificial intelligence and foreign language writing instruction,outlines the core ideology of digital humanities-based college English writing instruction,including auxiliary use of generative artificial intelligence tools,primary focus on humanistic education,and the re-production of knowledge,aiming to foster students’critical thinking,collaborative skills,and creativity.Building on this foundation,the study delves into generative artificial intelligence tools applicable to different stages of process-genre writing and their strategic applications.The use of generative artificial intelligence tools is beneficial for students to present,discuss,and share writing content,encouraging them to enhance their writing,collaboration,critical thinking,and creative abilities through deep interaction with model essays and creative discourses.

Teaching Design and Implementation of the Electrical and Electronic Technology Course Based on Teaching Ability Competition

The teaching ability competition is a vital method for stimulating teachers’enthusiasm and enhancing their teaching skills.This approach has gained increasing attention from colleges and universities in recent years.The competition focuses on evaluating teachers’capabilities in designing and implementing lessons,encouraging the exchange of new educational ideas and high-quality teaching methods.Reforming the teaching of Electrical and Electronic Technology courses based on insights from teaching competitions can significantly improve teaching quality.This paper explores the teaching design and implementation of the Electrical and Electronic Technology course,drawing on the principles of teaching ability competitions.First,it analyzes the existing problems in teaching this course.Then,it highlights the significant benefits that teaching competitions bring to the course.Based on these insights,the paper proposes practical strategies aimed at enhancing students’interest and practical skills,thereby promoting innovative developments in teaching Electrical and Electronic Technology.

Teaching Design of the Junior High School English Reading for Deep Learning

English reading holds a pivotal position in junior high school English teaching,constituting an integral component of the entire educational process.Nowadays,it is imperative for English teachers to transcend the conventional,superficial reading instruction models and adopt a deep learning framework to fashion a profound reading classroom for students.This approach allows students to engage in inductive integration,application evaluation,and internalization and transfer,enabling them to delve into seemingly intricate and challenging texts,exploring them from multiple dimensions,including content,structure,and cultural implications.Ultimately,this fosters the development of students'comprehensive reading abilities and English core literacy.This paper,drawing from the perspective of deep learning and incorporating specific case studies,aims to devise a junior high school English reading instruction design that is both academically rigorous and emotionally engaging,with a focus on enhancing students'English core literacy and overall reading proficiency.

确定婴儿面部表情模式的初步尝试

本实验拍摄了一岁婴儿六种具体基本情绪的表情照片。它们是愉快、惊奇、悲伤、愤怒、厌恶和惧怕。并进行了辨认实验和标定工作。本实验結果支持了婴儿具有基本面部表情模式的立场。所得表情模式与C.E.Izard在Max中所描述的基本一致。由此证明基本情绪的面部模式具有跨文化的性质。

元记忆教育训练的认知研究

元记忆(metamemory)就是记忆者本人具有的与记忆有关的知识信念及监控系统,是记忆者对自己记忆的认知,并对自己的记忆过程实现监测调控作用。元记忆是本世纪70年代发展起来的记忆研究的新领域。90年代我国心理学工作者开始展开对元记忆能力发展的研究。为推动这一课题在国内的深入,本文对有关元记忆教育训练的认知研究进行综述,试图勾划出对青少年进行元记忆教育训练的基本思路和有待进一步研究的问题。

Peer-Instruction—哈佛大学物理课程教学新方法

Peer—Instruction教学方法是哈佛大学著名教授Eric Mazur创立，使用专门设计的用于揭示学生错误概念和引导学生深入探究的概念测试题（Concep Tests），借助计算机投票系统（Computerized Voting System），组织大班课堂教学，变传统单一的讲授为基于问题的自主学习和协作探究，有效地改变了传统课堂教学手段、教学模式。在大班课堂教学中实现学生自主学习、合作学习、师生互动、生生互动。本文旨在介绍这种教学方法，阐明其教育意义和促进学生学习方面的作用，综述了PI教学方法的广泛应用和相关研究结果。

Causal Inference

Causal inference is a powerful modeling tool for explanatory analysis,which might enable current machine learning to become explainable.How to marry causal inference with machine learning to develop explainable artificial intelligence(XAI)algorithms is one of key steps toward to the artificial intelligence 2.0.With the aim of bringing knowledge of causal inference to scholars of machine learning and artificial intelligence,we invited researchers working on causal inference to write this survey from different aspects of causal inference.This survey includes the following sections:“Estimating average treatment effect:A brief review and beyond”from Dr.Kun Kuang,“Attribution problems in counterfactual inference”from Prof.Lian Li,“The Yule–Simpson paradox and the surrogate paradox”from Prof.Zhi Geng,“Causal potential theory”from Prof.Lei Xu,“Discovering causal information from observational data”from Prof.Kun Zhang,“Formal argumentation in causal reasoning and explanation”from Profs.Beishui Liao and Huaxin Huang,“Causal inference with complex experiments”from Prof.Peng Ding,“Instrumental variables and negative controls for observational studies”from Prof.Wang Miao,and“Causal inference with interference”from Dr.Zhichao Jiang.

基于Authorware的地理信息系统CAI课件的实现

CAI作为一种计算机辅助教学方式,已经广泛地应用到教学中。多媒体CAI课件最显著的特点是集成性和交互性,而Authorware是目前公认的交互能力最强的多媒体著作工具之一。本文的地理信息系统CAI课件是采用Authorware软件开发完成的。分析了多媒体CAI课件的优点和地理信息系统课程的特点,在充分结合二者优势的基础上采用原型法进行地理信息系统CAI课件的设计,介绍了依据张超主编的《地理信息系统实习教程》设计CAI课件中实现的内容情况及地理信息系统多媒体CAI课件各种素材使用的实现方式。

再谈我国第一部现代索引专著

通过对《索引与索引法——书籍杂志报纸》、Indexing:a handbook of instruction以及《引得说》三本著作的比较研究,认为,钱亚新之《索引与索引法——书籍杂志报纸》一书是我国第一部现代索引专著。

CAI在《电磁场理论》教学中的应用

在"电磁场理论"课程教学中,计算机辅助教学(CAI)手段能帮助学生理解晦涩难懂的概念和公式,在很大程度上帮助教学。但同时CAI课件也疏远了师生间的距离、加上自身存在一些先天不足以及限制教师教学的灵活性等缺点。因此教师需要改进CAI课件的质量;CAI课件应该突出教学内容的重点;同时为适应差异性学生群体的多种类多层次需求,可以开发个性化的CAI课件;并且与网络技术结合,开发交互式CAI系统(ICAI)等。

教育技术学的另类解读与诠释(上)

本文借助于诠释学的方法 ,将美国的 Instructional Technology放在社会文本中作出解读和诠释 ,提出美国的 Instructional Technology是美国从实现工业化社会之后 ,向后工业化社会转型期间开启的教育发展的一个新阶段 ,也是在信息技术产品社会化导致教育空间极大扩展之后 ,对如何有效开发、探索这一新领域在实践和理论两个方向上要求的呼应。在对中、美作出比较之后提出中国的教育技术学学科建设目前需要做的是如何有效开发、利用业已扩展了的教育空间 ,为当前中国建设提供相适配的人力资源。学科属性是人文的 ,在方法上不囿于文科、理工科的限定 ,而是调动我们自身一切可以调用的知识资源去研究处置问题。我们把教育技术学定位为对作为人类社会行为的教育活动的再次审视和研究 ,是和教育学科中现有教育理论并行不悖的另类研究视点。因此 ,教育技术学关注的是全部教育行为 ,不是学科教学论的一个新演化的分支。

计算机辅助教学在高校教学中的应用探讨

计算机辅助教学可以促进思维的多维化,并创设情境,激发兴趣,提高学习效率,并提高课堂教学质量。然而,计算机辅助教学在高校的实际教学过程中有一些问题值得探讨:1.差异性。计算机辅助教学与传统教学对学生接受知识程度上的影响;2."辅助"不能变为"替代"。计算机辅助教学是教学的一种辅助手段,不能变成利用课件替代教师教学;3."仿真"与"现实"。计算机辅助技术能够进行各种生产、设计、实验的仿真,但不是现实;4.为了使用而使用。不能只是从方便自身角度出发使用计算机辅助教学,而应该从教学效果角度考虑。