This research aimed to provide insight into the use and possible value of purpose built multimedia computer software for the study of English Literature. The software in question was developed in light of many years practical experience of teaching English Literature to secondary school students preparing for external examinations and was designed with the aim of improving their knowledge and understanding of particular works of literature. Informed by a critique of the main research findings about ICT use in learning and teaching since the period when computers were introduced into mainstream schools from the 1980s, the empirical research investigated two of the most prominent theoretical and practical perspectives that have been applied to understanding the relationship between educational resources and learning: Learning Styles Theory and Cognitive Load Theory. These two approaches and their associated instrumentation were applied in a quasi-experimental controlled empirical study in four schools in the north-east of England where the multimedia software was used with groups of students embarking on a study of Shakespeare's Macbeth for GCSE examination. Learning Styles theory and the instrumentation used (Kolb's LSI and Honey & Mumford's LSQ) proved less successful than Cognitive Load Theory in demonstrating reliability and validity and therefore in explaining the relationship between different instructional resources and individual learning. The theoretical integrity and usefulness of these two approaches is discussed and, in particular, the rationale behind the continued use of Learning Styles was explored via interview with school faculty who gave reasons of face validity; the pressure from external inspection; the mechanisms through which they were held professionally accountable; senior management and institutional policy; the legacy of initial teacher training; and established classroom practice. Students using the multimedia software demonstrated improvements in their knowledge and understanding of Macbeth equivalent on average to one GCSE grade above those not using the multimedia resource and Cognitive Load Theory was found to be successful in explaining this and in predicting the relationship between instructional resource and the learning gains of individuals. Limitations of the study are drawn along with conclusions for further research and for enhancing teaching and learning with multimedia resources.

homework problems in an introductory mechanics course at a university. A quasi-experimental field study with two cohorts design was performed to measure the impact of such exercises on motivation, interest and conceptual understanding. The empirical results on learning achievement show a significant positive influence of the smartphone-based experimental exercise for the dynamics of rigid bodies topic with a medium effect size of d =0.42. For the analysis of rotational motion topic, a positive learning achievement for both groups was evidenced, but the effect size of the smartphone-based exercise was rather small at d =0.20 . The intrinsic and germane cognitive loads turned out to be similar at an intermediate level for both groups. However, the extrinsic cognitive load for the intervention group decreased significantly, which might be the reason why more complex experimental exercises foster conceptual understanding.

With the advent of distributed energy resources (DERs), electric vehicles, and demand-response programs, grid operators are in dire need of new monitoring and design tools that help improve efficiency, reliability, and stability of modern power networks. To this end, the work in this thesis explores a generalized modeling and analysis framework for two pertinent tasks: i) learning loads via grid probing, and; ii) optimizing power grid topologies for stability. Distribution grids currently lack comprehensive real-time metering. Nevertheless, grid operators require precise knowledge of loads and renewable generation to accomplish any feeder optimization task. At the same time, new grid technologies, such as solar panels and energy storage units are interfaced via inverters with advanced sensing and actuation capabilities. In this context, we first put forth the idea of engaging power electronics to probe an electric grid and record its voltage response at actuated and metered buses to infer non-metered loads. Probing can be accomplished by commanding inverters to momentarily perturb their power injections. Multiple probing actions can be induced within a few tens of seconds. Load inference via grid probing is formulated as an implicit nonlinear system identification task, which is shown to be topologically observable under certain conditions. The analysis holds for single- and multi-phase grids, radial or meshed, and applies to phasor or magnitude-only voltage data. Using probing to learn non-constant-power loads is also analyzed as a special case. Once a probing setup is deemed topologically observable, a methodology for designing probing injections abiding by inverter and network constraints to improve load estimates is provided. The probing task under noisy phasor and non-phasor data is tackled using a semidefinite-program relaxation. As a second contribution, we also study the effect of topology on the linear time-invariant dynamics of power networks. For a variety of stability metrics, a unified framework based on the H2-norm of the system is presented. The proposed framework assesses the robustness of power grids to small disturbances and is used to study the optimal placement of new lines on existing networks as well as the design of radial topologies for new networks. / Doctor of Philosophy / Increased penetration of distributed energy resources such as solar panels, wind farms, and energy storage systems is forcing utilities to rethink how they design and operate their power networks. To ensure efficient and reliable operation of distribution networks and to perform any grid-wide optimization or dispatch tasks, the system operator needs to precisely know the net load (energy output) of every customer. However, due to the sheer extent of distribution networks (millions of customers) and low investment interest in the past, distribution grids have limited metering infrastructure. Nevertheless, data from grid sensors comprised of voltage and load measurements are readily available from a subset of customers at high temporal resolution. In addition, the smart inverters found in solar panels, energy storage units, and electric vehicles can be controlled within microseconds. The work in this thesis explores how the proliferation of grid sensors together with the controllability of smart inverters can be leveraged for inferring the non-metered loads i.e., energy output of customers that are not equipped with smart inverters/sensors. In addition to the load learning task, this thesis also presents a modeling and analysis framework to study the optimal design of topologies (how customers are electrically inter-connected) for improving stability of our power networks.