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Accurate short-term load forecasting can ensure the safe operation of the grid. Decomposing load data into smooth components by decomposition algorithms is a common approach to address data volatility. However, each component of the decomposition must be modeled separately for prediction, which leads to overly complex models. To solve this problem, a VMD-WSLSTM load prediction model based on Shapley values is proposed in this paper. First, the Shapley value is used to select the optimal set of special features, and then the VMD decomposition method is used to decompose the original load into several smooth components. Finally, WSLSTM is used to predict each component. Unlike the traditional LSTM model, WSLSTM can simplify the prediction model and extract common features among the components by sharing the parameters among the components. In order to verify the effectiveness of the proposed model, several control groups were used for experiments. The results show that the proposed method has higher prediction accuracy and training speed compared with traditional prediction methods.

Learning outcomes evaluation has been an indispensable important segment in outcomes-based education (OBE), and becoming a significant method to guarantee the quality of education in many countries. The achievement of curriculum learning outcomes should not be judged only on final exam results, but also the added learning value including the students’ knowledge, skills, abilities and so on. Moreover, the evaluation results will be of great value for continuous improvement of teaching quality. In this paper, learning outcomes achievement is used as the index to evaluate the students’ performance and advancement in the teaching-learning process, and it is quantized signifying by the numerical characteristics of cloud model. Taking the factors, such as learning attitude, craftsmanship spirit, professional knowledge and skills into account, an evaluation model of learning outcomes achievement based on cloud model is proposed. It helps to grasp the teacher’s teaching effect and the students’ mastery of the curriculum content and professional skills more clearly. An example was given to validate the evaluation model, and the results indicated that the model could realize the transformation of qualitative and quantitative evaluation, and give precise numerical values to represent the students’ learning outcomes comprehensively. According to the comparison of the evaluation results, teachers could also discover the problems in teaching and learning, and then took appropriate measures to optimizing the teaching contents, methods and models. As a result, students’ learning outcomes were promoted obviously with the improvement.

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This design case chronicles a photography assignment starting with its origins in the master’s level lab of a communications design program in Taiwan’s National Yunlin University of Science and Technology, directed by Jalin Huang. We follow this assignment through its adaptation for a basic media development course taught by Professor Elizabeth Boling in the instructional design master’s program at Indiana University, and on to its evolution as a learning exercise and communication device in the instructional design studio sequence of that same program. Along the way, Yichuan Yan, a student from the development course, discusses the experience of receiving and carrying out this assignment in the context of the media development course. Revisions to the assignment for the communications students in Taiwan are also discussed.