ABSTRACT: We present an L3-type photonic crystal cavity in silicon with a theoretical quality factor of 20.9 million. This highly-optimized design is made by shifting the positions of the holes surrounding the cavity, and was obtained through an automated global optimization procedure.

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IntroductionInformation Literacy \cite{zurkowski_information_1974} is for decades the playground for teaching librarians. But as the understanding of this concept is limited outside of the libraries, frameworks all around the world \cite{american_library_association_information_2000,bundy_australian_2004,adbu_referentiel_2012,deutscher_bibliotheksverband_standards_2009} including Switzerland \cite{informationskompetenz_referentiel_2011} have been created in order to advertise the meaning and importance of Information Literacy.Aside from the meaning of Information Literacy, the first challenge to face when teaching transferable skills is that everyone feels competent. After all, everyone uses transferable skills everyday. The problem is that these skills are used, but not mastered. Then, the first goal is to turn students from an unconscious incompetent student (they don't know that they don't know) into a conscious incompetent one (they know that they don't know) \cite{allan_no-nonsense_2013}. Once, they realise that they don't know, they feel the need to learn something new to fix this.

AbstractThis paper doesn't present the findings of an experiment. It presents a tool created (and still under active development) to put an specific teaching method, dynamic assessment, into practice through an online dashboard.This paper explores if students felt comfortable with this teahing method, if it helped them take control of their learning and how they felt with this dashboard.Even if the tasks to do where both individual and group tasks, only the individual activities are analyzed. This tool is used for two years, but data presented in this paper are only those collected last year (Fall 2016). Data were anonymised, cleaned and published on Zenodo (10.5281/zenodo.290129).IntroductionIn higher education, most of the time students are evaluated by mid-term and/or final exams. This means that the student's understanding and learning is evaluated on predefined day and that (s)he has to succeed that day. Failing is not allowed, however it could be good to help students learn. The idea was to allow students to fail thanks to a dynamic assessment \cite{sharples_innovating_2014}. Instead of giving student only one bullet, it allows them to fail and learn to improve until they succeed.The Dynamic assessement dashboard (DAD) has been created to assess students dynamically throughout the semester. Giving them the control on their learning (pace, tasks) leads to self-regulation \cite{hattie_visible_2012} and was expected to increase students' motivation. Getting a bonus for completing a set of tasks includes gamification features that supports students' engagement \cite{Hamari_2016}.DAD also includes some gamification mechanics like bonuses \cite{Deterding_2011,muletier_gamification:_2014}. DAD has been created as a personal dashboard. A student can't access another student's dashboard and achievements.DAD is intended to increase students' self-efficacy \cite{Zimmerman_2000} whatever their learning style is. The mix of individual and group activities should help students reach the zone of proximal development as defined by Vygotsky \cite{vygotsky_interaction_1978}.DADThe idea of DAD is born from the combination of the reading of the Open University's Innovating pedagogy 2014 report \cite{sharples_innovating_2014} and the observation of how young children's learning is assessed. The former presents the concept of dynamic assessment to give the learner personalized assessement and the latter is based on simple stamps indicating when a task has been successfully achieved. DAD is an attempt to put that in an online dashboard that displays activities defined by the teacher. All tasks are meant to help students reach the course's objectives. Students choose what to do and when to do it. If the teacher allows it, they can even choose if they want to do it or not.