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Design Optimization Module For Hierarchical Research And Learning Environment

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Conference

2004 Annual Conference

Location

Salt Lake City, Utah

Publication Date

June 20, 2004

Start Date

June 20, 2004

End Date

June 23, 2004

ISSN

2153-5965

Conference Session

Current Issues in Aerospace Education

Page Count

18

Page Numbers

9.385.1 - 9.385.18

Permanent URL

https://peer.asee.org/13394

Download Count

20

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Paper Authors

author page

Oktay Baysal

author page

Mehti Koklu

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Ahmed Noor

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Design Optimization Module for Hierarchical Research and Learning Environment

Oktay Baysal, Mehti Koklu, Ahmed K. Noor

Aerospace Engineering Department Old Dominion University, Norfolk, VA 23529-0236 E-mail: obaysal@odu.edu

Abstract The present paper describes a learning module on design optimization courses within a hierarchical research and learning network (HRLN). In this environment a knowledge organization can be created as a hierarchical learning network to link diverse inter- and trans- disciplinary teams from a consortium of universities, industry, government agencies and the providers of learning technologies. It is an approach that builds on computer-based training, intelligent tutoring systems, interactive learning, collaborative-distributed learning, and learning networks. The present design optimization module has been developed and described herein, as a demonstrator of a learning module in this environment. This module allows for the learners of design optimization to get the course material at their own convenience and time either via the internet or packaged files. Consequently, it is expected that the learner’s ability to understand design optimization and review its pertinent details will be enhanced significantly.

On Course Delivery and Pedagogy HRLN is configured as a neural network of networks [Refs. 1, 2]. Each of the component networks integrates three learning environments: a) synchronous and asynchronous expert-led, b) self-paced, and c) collaborative. The instructional model and method used for this learning network vary from instructor-centered, learner-centered to learning-team-centered. As the name suggests, in the learner-centered model the learner is at the center of the learning process and calls on many information sources. Learning-team-centered models include virtual classrooms and web-based distance learning models. The human instructors in these environments serve many roles, including inspiring, motivating, observing, evaluating, and steering the learners, both individually and in distributed teams. Instructors in expert-led distributed learning virtual environments serve as facilitators and course managers. They can enhance the critical thinking and creativity of the learners by what if questions.

“Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education”

Baysal, O., & Koklu, M., & Noor, A. (2004, June), Design Optimization Module For Hierarchical Research And Learning Environment Paper presented at 2004 Annual Conference, Salt Lake City, Utah. https://peer.asee.org/13394

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