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Manufacture of sub-assemblies, final assembly of aircraft. Delivery of equipment to build line. Testing of installed systems

There are remarkable challenges entailed by an information literacy and SRL program that deploys specialized software, is integrated across the curriculum, and is situated in learners classrooms, homes, and other places where they study. Certain notable aspects of the human and technical infrastructure required by such a program are both daunting and unavoidable. Every student in such a program requires frequent access to a computer at school and at home. Indeed, to increase the likelihood of success, each student should have ready access to a computer throughout the school day. A one-to-one student computer ratio allows computer use by a whole class without the hindering restriction of time-limited visits to a centralized computer lab. There is evidence that when sufficient laptops are provided, students use them intensively, collaboratively, and independently during daily in-class learning activities, and come to view the laptops as their primary writing tool (Russell, Bebell, & Higgins, 2004). Potentially more expensive than providing one laptop per student is the constant and extensive technical support required to install software, maintain servers and networks, supply printers, and help users resolve technical difficulties. There are also costs in maintaining and enhancing the software students use. Pragmatically, technical support costs cannot be offloaded onto the more technically knowledgeable teachers, and must be accounted for as the program is planned.

The aircraft is manufactured to the drawings and data issued by design as shown in Figure 11.16. During the early stages of the programme, a delivery schedule would have been established. Some long-lead time items those which take a long time to build may need to be ordered well ahead of aircraft build commencing. In the case of some of the more complex, software-driven equipment, design will be overlapping well into the test phase. This usually accommodate by a phased equipment delivery embracing the following: Electrical models equipment electrically equivalent to the nal product but not physically representative Red label hardware equipment which is physically representative but not cleared for ight Black label hardware equipment which is physically representative and is cleared for ight either by virtue of the ight-worthy testing carried out and/or the software load incorporated These standards are usually accompanied by a staged software release which enables a software load which progressively becomes more representative of the nal functionality.

We believe that appropriately designed software can assist students to overcome four key challenges entailed by SRL theory. Each of these challenges can be addressed through opportunities for prompts, assessments, and feedback. Students can use software tools which enable these opportunities as instruments for researching their learning processes.

11.11.6 Test Phase (Quali cation Phase)

If learners are asked what they know, they typically err in their estimates; that is, they are miscalibrated about knowledge. In general, the correlation between estimated knowledge and actual knowledge hovers at about 0.3 (Dunning, Heath, & Suls, 2004). Learners with more knowledge, as measured by tests or other objective means, commonly are underconfident about what they know. In contrast, learners with less knowledge tend to be overconfident 179

The aircraft and its components are subject to a rigorous test programme to verify its tness for purpose as shown in Figure 11.17. This phase usually referred to as quali cation, includes testing and integration of equipment, components, sub-assemblies, and eventually; the complete aircraft. The quali cation process may include analysis, modelling, analogy with existing or similar systems as well as functional testing. Functional testing of equipment and systems on the ground and ight trials veri es that the performance and the operation of the equipment is as speci ed. Conclusion of the test programme and the associated design, analysis and documentation process leads to certi cation of the aircraft or equipment.

John C. Nesbit and Philip H. Winne (Hacker, Bol, Horgan, & Rakow, 2000). Weak calibration of knowledge interferes with productive SRL. Specifically, learners who overestimate their knowledge are led to believe their studying tactics have greater effectiveness than they do, and thus bypass adapting how they learn. Learners who underestimate what they know may be inclined to switch from effective study tactics when they don t need to, and replace these with less effective tactics.

As with knowledge, learners err in recalling how they study. This area of research is quite new owing to only recently having tools (such as the gStudy software we describe later) to record how learners study. In two experiments, learners were observed to be moderately inaccurate in recalling how they had studied (Winne & Jamieson-Noel, 2002; Winne, Jamieson-Noel, & Muis, under review). Typically, correlations between recollections of the frequency with which study tactics were used and traces of study tactics actually used range from near 0.0 to approximately 0.5. When learners are poorly calibrated about how they study, they are in a weak position with respect to knowing what to change. They may unknowingly choose to repeat study tactics that are less effective.

Ground and flight test of the aircraft. Analysis of test data Collation of data to support release to service