2008 38th Annual Frontiers in Education Conference最新文献_第6页

The effectiveness of collaborative technologies in remote lab delivery systems 协作技术在远程实验室交付系统中的有效性

2008 38th Annual Frontiers in Education Conference Pub Date : 2008-12-22 DOI: 10.1109/FIE.2008.4720394

Joel E. Ashby

{"title":"The effectiveness of collaborative technologies in remote lab delivery systems","authors":"Joel E. Ashby","doi":"10.1109/FIE.2008.4720394","DOIUrl":"https://doi.org/10.1109/FIE.2008.4720394","url":null,"abstract":"The remote lab is an innovative approach in engineering and technology education which allows learners to access traditional laboratory facilities through on-line connections which use Internet interfacing technology. While simulations are important instructional tools, they do not fully emulate the lab learning environment. The validity of the on-line lab approach was validated in 2002 when ABET published draft standards for on-line lab sessions. Collaboration, namely students working in teams on lab exercises, is a key ingredient in creating an effective lab experience. While work continues globally on development, a definitive approach does not yet exist for the design of virtual collaborative learning methodologies. Accordingly, the design of remote lab delivery systems that foster and support virtual or social presence is an important issue as this technology continues to advance. This paper reviews the pedagogical basis for presence and collaboration in the remote lab environment and presents summary data from research involving the usability and performance of commercially available web collaboration tools to deliver remote lab learning experiences. The remote lab involved in the study allows students to execute lab exercises on industrial automation equipment including educational robots, programmable logic controllers, and associated peripheral hardware and software.","PeriodicalId":342595,"journal":{"name":"2008 38th Annual Frontiers in Education Conference","volume":"63 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117142809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Work in progress - effective engagement of millennial students using web-based voice-over slides and screen demos to augment traditional class delivery 正在进行的工作-使用基于网络的语音幻灯片和屏幕演示有效地参与千禧一代学生，以增强传统的课堂教学

2008 38th Annual Frontiers in Education Conference Pub Date : 2008-12-22 DOI: 10.1109/FIE.2008.4720397

J. Sticklen, M. Urban-Lurain, D. Briedis

{"title":"Work in progress - effective engagement of millennial students using web-based voice-over slides and screen demos to augment traditional class delivery","authors":"J. Sticklen, M. Urban-Lurain, D. Briedis","doi":"10.1109/FIE.2008.4720397","DOIUrl":"https://doi.org/10.1109/FIE.2008.4720397","url":null,"abstract":"An emerging literature focuses on differences in learning style between the so-called millennial generation and preceding generations of students. Concurrently, a number of intuitions have developed among engineering educators about millennial students, most with the common theme of lowered tolerance for lecture settings. Two current threads addressing the ldquolower attention span problemrdquo are (a) approaches under the rubric active learning and (b) technology developments such as web-enabled screen movies and pod-casts. The second thread is often aimed at a technology ldquofix.rdquo Experience shows that any technology fix is of itself minimal value. We focus on possibilities for improved instructional design. Specifically, our research question is the following: What is the effect of augmenting course material with web-based, voice-over slide presentations punctuated with full screen demonstrations and interactive quizzes? We report on our first steps to develop voice-over slide presentations with embedded quiz questions and full motion screen demonstrations in a web-accessible environment. Initial results focus on student attitudes based on data collected in Summer and Fall terms, 2007. Future work will include quantitative evaluation of learning outcomes.","PeriodicalId":342595,"journal":{"name":"2008 38th Annual Frontiers in Education Conference","volume":"172 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116313374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Work in progress - clinic to classroom - a new paradigm for biomedical engineering education 从临床到课堂的工作正在进行中——生物医学工程教育的新范式

2008 38th Annual Frontiers in Education Conference Pub Date : 2008-12-22 DOI: 10.1109/FIE.2008.4720450

E. Ledet, R. Uhl

{"title":"Work in progress - clinic to classroom - a new paradigm for biomedical engineering education","authors":"E. Ledet, R. Uhl","doi":"10.1109/FIE.2008.4720450","DOIUrl":"https://doi.org/10.1109/FIE.2008.4720450","url":null,"abstract":"In traditional undergraduate curricula, biomedical engineers are trained in the fundamentals of engineering and the basic sciences to solve problems and develop new technology. In traditional programs, biomedical engineers have limited exposure to the day to day challenges of practicing medical professionals. To enhance the traditional curriculum, we have introduced ldquoClinical Orthopaedics and Contemporary Researchrdquo as a one semester biomedical engineering course. Eight practicing surgeons teamed up with engineering faculty to offer a unique educational experience for biomedical engineers. Eight topics related to the nationpsilas highest priorities for musculoskeletal disease (as identified by the NIH) were studied in modules. In each module, the students first learned relevant anatomy and pathophysiology through interactive lecture materials, contemporary literature, and web-based learning tools. Following background lectures, one of eight surgeons discussed with the students during lecture time the clinical perspective of the problem and presented clinical case studies. Each module concluded with a live webcast of surgery during which time students were able to communicate with the surgeon and operating room staff in real time. From this unique experience, students are better able to effectively communicate with clinicians and are better prepared for work in the medical device industry or other fields related to clinical medicine.","PeriodicalId":342595,"journal":{"name":"2008 38th Annual Frontiers in Education Conference","volume":"134 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116345872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Developing a body of knowledge for environmental engineering 发展环境工程的知识体系

2008 38th Annual Frontiers in Education Conference Pub Date : 2008-12-22 DOI: 10.1109/FIE.2008.4720635

J. Kilduff

{"title":"Developing a body of knowledge for environmental engineering","authors":"J. Kilduff","doi":"10.1109/FIE.2008.4720635","DOIUrl":"https://doi.org/10.1109/FIE.2008.4720635","url":null,"abstract":"An environmental engineering (EnvE) body of knowledge (BOK) is currently under development by a Working Group composed of academics, consultants, local and national government employees, and representatives of NCEES and ABET. The EnvE BOK is being developed in close consultation with these and other stakeholders. Our approach to developing the EnvE BOK is guided by expectations of educators and other stakeholders. Our goals are to make the BOK adaptable, in recognition of the fact that environmental engineering is rapidly evolving, and that the BOK should facilitate future needs. The BOK emphasizes the application of fundamental math and science knowledge domains to solving environmental engineering problems. The need for in-depth competence is recognized, but the BOK also needs to be sufficiently flexible to promote innovation. The EnvE BOK focuses on core competencies and knowledge domains integral to the understanding and practice of environmental engineering. It defines the BOK needed to enter the practice of environmental engineering at the professional level in the 21st century. This paper is an interim report on EnvE BOK development with a focus on the outcomes, knowledge domains, and levels of achievement to provide a basis for further input into the EnvE BOK development process.","PeriodicalId":342595,"journal":{"name":"2008 38th Annual Frontiers in Education Conference","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121984609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Outcomes of the University of Wisconsin-Madison’s campus-based sessions of LeaderShape® 威斯康星大学麦迪逊分校校园领导力塑造课程的成果

2008 38th Annual Frontiers in Education Conference Pub Date : 2008-12-22 DOI: 10.1109/FIE.2008.4720659

J. Zogg, M. Mastalski

引用次数: 0

Work in progress - spreadsheet implementation programming project course 正在进行的工作-电子表格实现编程项目课程

2008 38th Annual Frontiers in Education Conference Pub Date : 2008-12-22 DOI: 10.1109/FIE.2008.4720294

R. Perry

引用次数: 1

Important student misconceptions in mechanics and thermal science: Identification using Model-Eliciting Activities 学生在力学和热科学中的重要误解:使用模型引出活动进行识别

2008 38th Annual Frontiers in Education Conference Pub Date : 2008-12-22 DOI: 10.1109/FIE.2008.4720595

Brian P. Self, Ronald L. Miller, Andrew Kean, Tamara J. Moore, Teresa Ogletree, Frank Schreiber

{"title":"Important student misconceptions in mechanics and thermal science: Identification using Model-Eliciting Activities","authors":"Brian P. Self, Ronald L. Miller, Andrew Kean, Tamara J. Moore, Teresa Ogletree, Frank Schreiber","doi":"10.1109/FIE.2008.4720595","DOIUrl":"https://doi.org/10.1109/FIE.2008.4720595","url":null,"abstract":"As any engineering faculty member teaching undergraduates knows, students possess a wide variety of misconceptions about fundamental engineering concepts. In the thermal sciences, there are numerous misconceptions about heat, energy, and temperature; mechanics students hold misconceptions about inertia, angular velocity, and energy. This is complicated by the fact that we possess many years of everyday experiences with energy flows, forces, and kinematics. Due to previous experiences, it is often difficult to repair these misconceptions - simple classroom lecturing often fails to instill correct conceptual knowledge. In order to provide real-world context, we are developing model-eliciting activities (MEAs) to help repair misconceptions in dynamics and the thermal sciences. An MEA is a client-driven problem that requires student teams to develop an engineering model or procedure. This approach creates an environment where students value abilities beyond using the traditional prescribed equations and models. During this process, we hypothesize that rich discussion and model re-formulation will help students recognize and repair misconceptions, and that the real world context will help them remember these critical concepts.","PeriodicalId":342595,"journal":{"name":"2008 38th Annual Frontiers in Education Conference","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129853439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 34

Representational literacy and participatory learning in large engineering classes using pen-based computing 在大型工程课程中使用笔式计算的代表性素养和参与性学习

2008 38th Annual Frontiers in Education Conference Pub Date : 2008-12-22 DOI: 10.1109/FIE.2008.4720401

A. Johri, V. Lohani

{"title":"Representational literacy and participatory learning in large engineering classes using pen-based computing","authors":"A. Johri, V. Lohani","doi":"10.1109/FIE.2008.4720401","DOIUrl":"https://doi.org/10.1109/FIE.2008.4720401","url":null,"abstract":"Representations are central to engineering practice. In this paper we present a theoretical model of how technology enables learning through participation by facilitating creation, sharing, recording, and reflection of representations. Our study is focused on large lecture classes (150-300 students) of a freshman year engineering course Engineering Exploration. Large classes provide unique challenges to the use of representations as the use of gestures and facial expressions in communication is hindered due to the size of classes. We found that when used concurrently Tablets and DyKnow supported representational practice facilitating student expression and increasing engagement in lectures. The technology further supported awareness and feedback within lectures and allowed co-construction of shared representations among faculty and students leading to a feedback based learning environment. We argue that there is some evidence that pen-based computing can transform large lecture classes to make them more inclusive and participatory. This technology driven innovation can help us in developing effective formative assessment strategies to redesign learning environment, particularly in large classrooms, to support the conceptual understanding of students. We analyzed and present both qualitative and quantitative assessment data collected from freshman engineering students through in-class and end of semester course exit survey (N~500).","PeriodicalId":342595,"journal":{"name":"2008 38th Annual Frontiers in Education Conference","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128263643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Work in progress - stratifying the Introduction to Engineering Design course 正在进行的工作-分层工程设计导论课程

2008 38th Annual Frontiers in Education Conference Pub Date : 2008-12-22 DOI: 10.1109/FIE.2008.4720337

K. Manning

{"title":"Work in progress - stratifying the Introduction to Engineering Design course","authors":"K. Manning","doi":"10.1109/FIE.2008.4720337","DOIUrl":"https://doi.org/10.1109/FIE.2008.4720337","url":null,"abstract":"The Introduction to Engineering Design (IED) course must be a down-to-earth, meaningful and engaging encounter for the students, must meet the academic needs of the program, and must be manageable and affordable, all within a three or four credit hour framework. Commonly, this course is taken once in either the freshman or sophomore year. We are in the planning stages to split the IED course over our two-years, rather than keeping it in its current single-year form. The current IED will be combined with an existing one-hour Freshman Seminar (FS) course, required of freshman and meant to expose new students to college life in general, and to the engineering educational requirements. This FS course will be expanded to overlap some of the work done in the more-involved IED, allowing both our first- and second-year students to work together in each of their two years. The FS course will continue to introduce freshman to college, but will also have them work on current projects with sophomore students in IED as part of the design teams. Each project will have a layered team of the more experienced 2nd year students working with the newer 1st year students, more reflective of the situation in industry. Time in the 2nd year will be spent without the freshmen from FS, to allow a more in-depth look at engineering management, ethics, and economics for the sophomores.","PeriodicalId":342595,"journal":{"name":"2008 38th Annual Frontiers in Education Conference","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129660202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Brazilian engineering exchange program 巴西工程交流项目

2008 38th Annual Frontiers in Education Conference Pub Date : 2008-12-22 DOI: 10.1109/FIE.2008.4720301

C. Raubenheimer, R. E. Young

引用次数: 0