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This chapter proposes the hybrid inquiry-based learning (HIBL) model, a novel pedagogical model based on inquiry-based learning (IBL). In IBL, learning is achieved by questioning and learners are encouraged to invent new hypotheses instead of investigating questions posed by the instructor. This chapter first provides a holistic description of IBL. It begins with a brief history and survey on learning perspectives, pedagogical background of IBL is also provided. The IBL model, its implementations and variations, as well as the comparison of its pedagogical features against traditional teaching approaches are also given. This chapter further contributes the hybrid inquiry-based learning (HIBL) model, a new IBL model that integrates traditional and ICT-based implementations of IBL. By leveraging on the advantages of both classroom-based and web-based learning, the best sides of IBL can be elicited. A detailed example in Information Security education is also provided to illustrate the HIBL model.

BackgroundChildren with autism have impairments in initiation of joint attention (IJA) and response to joint attention (RJA).AimsThe present study compared the learning effectiveness of robot-based intervention (RBI) with that of content-matched human-based intervention (HBI) in improving joint attention (JA). We examined whether RBI would enhance RJA, in comparison to HBI. We also examined whether RBI would increase IJA, in comparison to HBI.Methods and proceduresThirty-eight Chinese-speaking children with autism aged 6 to 9 years were randomly assigned to RBI and HBI groups. Before intervention, their autism severity, cognitive abilities, and language skills were assessed. Each child received six 30-min training sessions over 3 weeks. During training, he/she watched one or two robot/human dramas twice where two robot/human actors demonstrated eye contact and RJA.Outcomes and resultsChildren in the RBI (but not HBI) group produced more RJA and IJA behaviors in the delayed post-test than in the pre-test. Parents of the RBI children rated the program more positively than those of the HBI children.Conclusions and implicationsRBI may be more effective than HBI in promoting JA in autistic children with high support needs. Our findings shed light on the application of robot dramas in enhancing social communication skills.

Transmissibilities for two-degree-of-freedom (2DoF) passive systems have been extensively investigated in the past. However, for semi-active control systems, the transmissibilities are rarely analyzed. The expressions of non-dimensional transmissibilities for the semi-active control systems are not found. There are no closed-form transfer functions for general semi-active control systems. The control algorithms for semi-active systems need to be specified first. Therefore, three reference systems (skyhook, groundhook, and their hybrid) are proposed. These equivalent systems are the references for the semi-active control systems to achieve. In this paper, the 2DoF skyhook, groundhook and hybrid systems for semi-active control are studied. The displacement and acceleration transmissibilities of those three reference systems are formulated and analyzed. Their transmissibilities are also compared with the passive system. Each of reference systems is classified as Ideal and Non-Ideal systems. The differences between the Ideal and Non-Ideal systems are also discussed. The optimal systems and their corresponding parameters are identified.