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Teaching And Learning Effectiveness Planning By Simulation

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Conference

2000 Annual Conference

Location

St. Louis, Missouri

Publication Date

June 18, 2000

Start Date

June 18, 2000

End Date

June 21, 2000

ISSN

2153-5965

Page Count

10

Page Numbers

5.579.1 - 5.579.10

Permanent URL

https://peer.asee.org/8741

Download Count

18

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Paper Authors

author page

Hamid Khan

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

Session 3560

Teaching and Learning Effectiveness Planning by Simulation

Hamid Khan East Carolina University Greenville, NC 27858 Khana@mail.ecu.edu

Abstract

This paper deals with a concept of computer simulation of teaching and learning, laboratory limitations and resource allocations. This research is an offshoot of present dilemma that arises due to effectiveness of instruction and student skill development in design. Student skills as have been observed depend on one-on-one instruction which requires computer stations and student “intuitive familiarity” gained by diligence and hands on psycho-motor development. The teaching classroom and the cad-lab are connected conjugate processes. Instructions are followed by applicable project based assignment, which is time bound and is to be completed under stress of competition under supervision. Student progress with respect to the assignment that follows the principle and theory and its application require student conformance to a compelling monitoring process. This monitoring method applies “student performance quality control” in real time basis in a stringently supervised CADLAB, as though student conformance to design assignment is either a good product or a defective product. This study uses computer simulation with General Purpose System Simulator (GPSS/H) to (a) measure effectiveness of CADLAB teaching and learning, (b) plan for cad-lab activities and estimate utilization, and (c) monitor and improve cad-lab performance under severe resource limitations.

Introduction

Effective Teaching of Computer Aided Design necessitates strong student learning experiences demonstrating abilities as outcomes of "Affective Behavior." An affective behavior is a behavior that is demonstrated by the student as an act of competence or show of confidence. In an introductory level course, a student after completion of about only twenty eight lessons of one hour each must be able to demonstrate effective learning in higher level cognitive, affective and psychomotor domain showing that he/she is capable of modeling in 2D and 3D. Again, five skills exams administered per semester bring the total class meetings to only twenty-three. The effectiveness of this project based CAD teaching and learning is limited to demonstration type of teaching in a lecture format for one hour and letting loose the students to complete assignments and projects by their own volition and cooperation. No monitoring is possible in the lab. There is no “practical” cad-lab with supervised lab experiences for the students. Therefore, the students are supposed to complete drawing and project assignments in unsupervised labs in their own time. This gives rise to too much cooperation among the students, to say the least, where a student's original work is compromised. With due regards to students’ work, it

Khan, H. (2000, June), Teaching And Learning Effectiveness Planning By Simulation Paper presented at 2000 Annual Conference, St. Louis, Missouri. https://peer.asee.org/8741

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