experiential learning [19]. The keywordsfrom this cycle are shown within parentheses in Figure 1. FIGURE 1. KOLB EXPERIENTIAL LEARNING CYCLE WITH GREENWAY’S KEYWORDSThe concrete experience stage is used to engage students in performing some sort of activitywhere they apply their ideas and skills. Experiences from activities generate facts – the events,moments, and details associated with the activity. Next, the reflective observation stageencourages students to reflect on their experiences through mechanisms such as self-evaluation,peer discussion, and instructor feedback. Reflections generate feelings, an assessment of theexperience from various modes of input. During the abstract conceptualization stage, studentsintegrate their
used to input standard mouse-typecommands as well as gesture commands and electronic ink drawings. These combined featureshold the promise of facilitating dynamic and broadly informed faculty presentations while at thesame time allowing students to be more natural in their learning tasks such as note-taking andpeer to peer collaboration.Several software packages are available to support the pedagogical needs of the engineeringclassroom as well as typical engineering group collaborative environments. These packages alsoallow for a highly interactive environment with both teacher-student and student-student bi-directional real-time interactions. This paper describes some faculty experiences using tablet-focused tools such as Classroom Presenter
college awareness. endeavors. Applicants Skill- set Is dependable and Relates well to reliable/Has good peers/Commun attendance, icates openly punctuality, and with school record. staff Cooperates with school staff
peers andgained the knowledge and skills to be applied in future Challenge-It sessions. Learning Blockswere broken down into sections with specific expectations as shown in Figure 1.Figure 1: Learning blocks used to guide camp activitiesThe learning blocks were divided into different categories, subjects and sections. Learn-Itsections were 10-minutes in duration and consisted of brief explanations of the theory,introduction and purpose of the activity, and expectations with facilitators providing fun andengaging presentations using videos and live examples. The emphasis here was to provide asummary of the key terms, topics and strategies without elaborating in regards to specificsolutions or challenges. This gave campers a basis for
other approaches to technology use in the classroom.Many elementary students struggle to read, write and comprehend in the classroom6 and manyprograms have been created to help with basic reading proficiency. Some programs have lookedat solutions of utilizing computers to aid students in improving their reading literacy 5,8. It hasbeen documented that programs need to better take advantage of the hours that students spendplaying video games9. Interactive educational games like video games can encourage students tobe more responsive and are of greater benefit than inactive games10. Students are highly Page 23.531.4interested in learning to design
analysis, engineering analysis and finite element methods and has interests in remote laboratories, project-based learning and student learning assessment. His research is in the areas of remote sensing and control with applications to remote experimentation as well as modeling of microstructure changes in metal forming processes. He publishes regularly in peer-reviewed conference proceedings and scientific journals. At the 2006 ASEE Annual Conference and Exposition in Chicago, USA, he received the Best Paper Award for his article ’A Virtual Laboratory on Fluid Mechanics’.Constantin Chassapis, Stevens Institute of Technology
out brackets,rules, and time limits so that the audience could clearly seewho was winning at any given moment…and so we could Figure 3. A Digital Carnival poster jointly award a winner immediately at the end of the carnival. sponsored with SUN Entertainment. Being computer scientists, our ACM members saw this asa software problem and responded by writing a sophisticated program to manage competitionbrackets and scoring, as well as an elaborate on-line preregistration system. Nonetheless, humanjudges remained important to monitor the events, verify the scores, and input the data.The third problem we identified centered around finding a viable financial model for the DigitalCarnival or, better yet, finding a way to turn
training for the graders, primarily to go over the provided instructionaldocument and to answer any questions they had about the process.Environmental BenefitAs was previously mentioned, approximately 1,400 students submitted their homeworkassignments electronically, instead of in a paper format, each weekfor 14 weeks.Assignmentsvaried in length ranging from a single-page submission up to about ten pages. The number ofpages used is dependent on many factors including the size of each student’s writing and theirverbosity, but it is estimated that on average students submitted about 5 pages for eachhomework assignment. By simple multiplication it can be determined that the paper savings by
• Monitoring Progress Towards Goals • Team Building Exercise • Systems Monitoring • Team Charter Interpersonal Processes • Team Plan • Conflict Management • Peer Evaluation • Motivation & Confidence Building • Affect Management Figure 2: Conceptual Relationship between Scaffolds and Team ProcessesMethodWe used an inductive inquiry approach to gain insight into how the tools supported teamprocesses by using a loose type of qualitative research method following the guidelines set byMiles, Huberman & Saldaña
of content in a relatively short amount of time to meet the demandsof standardized tests. It is our goal with the Interactive Learning and Collaboration Environment(InterLACE ) Project to support teachers and students in this pursuit through Web-based toolsthat elicit and document the aforementioned process of design-based inquiry.BackgroundFocus on Students’ ReasoningTaking the constructivist perspective that students use and develop existing resources toconstruct knowledge with their peers and teachers15,16,20,22 , we posit that any science learningbegins with students’ ideas as the initial building block. Recent reform and research-and-development projects in science and engineering education have emphasized the importance ofscience
like Brython, Koding.com, Cloud 9, and Python Anywhere. Theseapplications allow users to program and compile in the browser1. Using SaaS applications makesthem accessible from various devices.2.2. Overview of the expected impactThere are several advantages of Cloud Computing: powerful computing and storage capacity,high availability, high security, and virtualization. The major advantage is it provides easy accessto software and does not require specialized knowledge to use, making it a great benefit forteachers in classrooms.In the standard classroom, professors conduct lectures, train students in a skill, and provide workassignments and feedback on those assignments. The students generally work alone, occasionallyinteracting with peers and
objectivist approaches. In this new approach, studentspassively learn abstract concepts on their own using computer-based lectures. This is coupledwith traditional lectures in which students interact with their instructors and peers. This teachingmethod has been employed in Circuit I, an introduction to electrical engineering course at SanFrancisco State University. Preliminary survey results show the CBVC method to be moreeffective than traditional teaching methods.The paper is organized as follows: section 2 presents the challenges and solutions of traditionalengineering classroom settings, section 3 discusses computer-based virtual classrooms, section 4presents the proposed virtual classroom environment, section 5 presents our experiment
. Experimental activity took place from Week 11 to Week 17. Duringthat time, in the first half of the classes, the teacher lectured in classroom and then conductedreading and discussion sessions. Students were asked to read individually and then discusstheir reading with peers. That is, students learned course related knowledge and also shared itwith other; in this way their reading comprehension and professional knowledge acquisitioncould be enhanced. In reading discussion activity, group B students recorded their notes andannotations by hand writing. Group E students could use the system to read learning materialand take digital annotations on learning content. Thus, the system recorded learning behaviorand operational processes of students in group E
of control in the advancement of the software package.6) The cost and time of development is relatively low because all images may be Page 15.1348.2 duplicated directly from the textbook.7) Although web based interactive animation software has been developed in the recent past by creating Java Applets or by writing computer programs in Adobe Flash ActionScript.8,9,10,11,12,13,14,15, no comprehensive and interactive web-based animation software for educators has been developed on a mass scale (probably due to cost16,17,18).A new feature has been added to the animation software; the user can now performparametric studies of chosen
engineering at VT since 2007. This site has 66 alumni from all over the United States to date. He collaborated with his colleagues to implement a study abroad Page 26.1767.1 project (2007-12), funded under the US-Brazil Higher Education Program of the U.S. Department of Edu- cation, at VT. He has published over 70 papers in peer-reviewed journals and conferences. He has advised 5 PhD and 10 MS students to completion and is advising 5 PhD and 1 MS students currently. In 2011, he was awarded the American Society for Engineering Education (ASEE) International Division’s Global c American
involve small system design, signal processing, and intelligent instrumentation.Dr. Ying Yu, University of Hartford Dr. Ying Yu received her B.Eng. from Fudan University, Shanghai, China, in 2000. She received her M.S. and Ph.D. in Electrical Engineering from Brown University, R.I., USA, in 2003 and 2007, respec- tively. Currently, she is teaching as an associate professor of the Department of Electrical and Computer Engineering at the University of Hartford. Her current research interests are audio and speech signal processing, acoustic scene classification, speaker identification and verification, promoting diversity and inclusion in the academic environment, and teaching with new educational methods, including peer
maintenance and support (such as battery life, easily broken, etc.) It issimple to take notes in the print version, but it can be a bit more difficult to write notes on theeTextbook although that is also a desirable capability that we wish to expand for the students. Inthis paper, we focus on the feasibility and technology readiness level for bringing an eTextbookwith embedded simulations to fruition.ApproachEngineering field needsEngineers often want to experiment and to be able to receive immediate feedback or response pertheir inputs. They want interactive analysis tools. Engineers want to perform trial-and-errorexperiments with a realistic system, with which they can interact, even if it is a simulation of areal system.Many current engineering
standard problem-solving procedures, but they must also have passion,adaptability and an eagerness to learn. Successful graduates need to be innovators, effectivecollaborators in interdisciplinary and multicultural environments, excellent communicators,leaders, and lifelong learners1. Based upon research emerging from the learning sciences,Sawyer’s description of a successful college graduate (in any field) has much in common withthe National Science Board (NSB) report. Sawyer writes that to be successful in the knowledgeage, graduates will need to develop a deep and integrated understanding of complex subjects;possess excellent communication skills; be able to participate in demanding discourse inmulticultural environments; possess a capacity for
has a Ph. D. in Materials Engineering (1998) and Graduate Diploma in Computer Science (1999) from Uni- versity of Wollongong, Australia and holds Bachelor of Engineering (Metallurgical Engineering) degree from Pune University, India (1985). He has worked as a post-doctoral fellow at Carnegie Mellon Uni- versity, Pittsburgh (2001 – 2003) and BHP Institute for Steel Processing and Products, Australia (1998 – 2001). Dr. Manohar held the position of Chief Materials Scientist at Modern Industries, Pittsburgh (2003 – 2004) and Assistant Manager (Metallurgy Group), Engineering Research Center, Telco, India (1985 – 1993). He has published over 55 papers in peer-reviewed journals and conferences including a 2007 Best
a course that meets two times a week). This model of distancelearning inherently presents challenges to teaching and learning. First, there is an inefficiencyof instructor time, when time is lost while traveling (the instructor devotes three hours to teacha one hour class at the distant location). A dedicated distance room is required twice per week,and such rooms are in heavy demand and often difficult to schedule at our university. Finally,there is a potential for loss of engagement in the far cohort who views class through a screen,most often in lecture format, with limited interaction with peers or the instructor. However, themost compelling reason to adopt a blended course model by the instructor in this study was theopportunity it
Anytime, Anywhere (DIA2) that attempts to characterize the impact of NSF and other federal investments in the area of science, technology, engineering, and mathematics education using interactive knowledge mining and visual analytics for non-experts in data mining. DIA2 is currently deployed inside the NSF and is already starting to affect federal funding policy. Dr. Madhavan also served as Visiting Research Scientist at Microsoft Research, Internet Services Research Group. His research has been published in Nature Nan- otechnology, IEEE Transactions on Computer Graphics and Applications, IEEE Transactions on Learning Technologies, and several other top peer-reviewed venues. Dr. Madhavan currently serves as PI or Co-PI
Indiana University-Purdue University Indianapolis (IUPUI). Dr. Wasfy is also the founder and chairman of Advanced Science and Automation Corp. (founded in 1998) and AscienceTutor (founded in 2007). Wasfy’s research and development areas include: flexible multibody dynamics, finite element modeling of solids and fluids, fluid-structure interaction, belt-drive dynamics, tires mechanics/dynamics, ground ve- hicle dynamics, visualization of numerical simulation results, engineering applications of virtual-reality, and artificial intelligence. He authored and co-authored more than 70 peer-reviewed publications and gave more than 65 presentations at international conferences and invited lectures in those areas. He received
perception, spatial attention, and multisensory integration. He has published over 100 peer-reviewed papers and given numerous contributed and invited talks. He is a member of the Editorial Board for the international journals NeuroReport and Vision, and is an Associate Editor for the journal Frontiers in Human Neuroscience. Dr. McCourt is a regular reviewer for over 50 scientific journals, and has reviewed for major funding agencies such as NIH, NSF, AFOSR, the Netherlands Organization for Scientific Research, the US-Israel Bi-National Science Foundation, the Canada Research Chairs Pro- gram, the Canada National Sciences and Engineering Council, and the Wellcome Trust. Dr. McCourt has received over $31M in competitive
One byproduct of thiscreative opportunity, however, is the challenge faced by instructors in identifying practicalinsights and principles to apply when considering and/or developing videos.In this paper, we aim to achieve two objectives: (1) summarize the research surrounding onlineeducational videos, and (2) provide a list of seven recommendations for creating educationalvideos high in pedagogical value. We are writing this paper primarily for instructors andinstructional designers, so we focus both objectives on creating online videos that then exist inthe context of a wider educational endeavor (e.g., an online or blended course). In the firstsection, we address the issue of the best design model for educational videos. In the
during the creation of theartifacts in those genres 4. Genre in software engineering refers to categories or types ofcommunication that occur in recurrent situations. In this context, generic situations includeactivities such as definition of a software project/problem, elicitation and specification ofprogram requirements, creation of a design document, and so on. Table 2 lists the commongenres as defined by Carter et al. While we often think of creation of specific artifacts alongwith these genres, various reading, writing, speaking, and teaming/collaboration communicationmodes are employed. For instance, one might read program requirements to meet a number ofgoals such as determining what needs to be known to generate designs, to revise
Ying Yu received the B.Eng. degree from Fudan University in Shanghai, China, in 2000. She received the M.Eng. degree and Ph.D. in electrical engineering from Brown University, RI., USA, in 2003 and 2007, respectively. Since 2008, she has been teaching as an Assistant Professor of the Department of Electrical and Computer Engineering at University of Hartford. Her current research interests includes digital signal processing, speech processing, and teaching with new educational methods, which includes peer instruction, clickers, video games, and state-of-the-art CAD tools. Page 25.1281.1
are expected to serve as a practical reference for engineering faculties toapply new technologies in their instruction. Conversely, a well-designed learning activity willmotivate students to learn with higher interest and better master both engineering andprofessional skills. Lastly, an equal engineering class environment will contribute to the solutionof students’ retention in the engineering disciplines and promote a diversity of work force in theengineering field of the United States [8].Literature ReviewCollaborative learning “Collaborative learning” is an umbrella term for a variety of educational approaches (e.g.,discussion groups, peer teaching, learning community), which emphasize the joint effort of teammembers for a mutual
CS1 and CS2 coursesusing test-driven learning (TDL) and test-driven development (TDD) methods [Frezza '02,Edwards '03, Janzen and Saiedian '06, Desai, Janzen et al. '09, Dvornik, Janzen et al. '11, Clarke,Pava et al. '12, Clarke, Davis et al. '14]. TDL is an approach that is used to teach computerprogramming that integrates automated unit tests throughout the CS and SE curriculum, and TDDis a disciplined development approach that is used with programmers or learners to write anautomated test then the code to make the test pass. These tests are usually small, testing only onemethod, and written with a unit testing framework such as JUnit. Other findings [S. Elbaum, S.Person et al. '07, Desai, Janzen et al. '09, Schaub '09] propose similar
student’s specified skills, in addition to each student’s level of interest ina particular project. This is the period when students are expected to form teams for the CapstoneDesign course so that they can begin writing and submitting bids for various projects of interest.By gauging the mutual interest of other students in various projects as well as seeing whether theyhave complementary skill sets, students can reach out to these students via alternative means suchas email or in-person to discuss opportunities for team building and formation.Finally, as a team, students submit bids for projects they are interested in and assign a priorityrank for each of their bids, which ranks their willingness to take on a particular project. Thesebids are then
sectors. Back- ground in engineering, program and project management, managed manufacturing and industrial engi- neering departments and teams in the aerospace, electronics and telecom industries. Educator, with ex- perience managing departments, programs, research and teaching undergraduate and graduate, business administration and general education courses. Authored, published and presented research papers in con- ferences, peer reviewed journals, with multidisciplinary interests in technology, business, quality systems, organizational leadership and education. c American Society for Engineering Education, 2016 AN ELECTRICAL AND COMPUTER STARTUP KIT FOR FUNDAMENTALS OF