Grid-Enabled Adaptive Metamodeling and Active Learning for Computer Based Design

2009 ◽  
pp. 266-269 ◽  
Author(s):  
Dirk Gorissen
Keyword(s):  
Active Learning ◽  
Computer Based ◽  
Adaptive Metamodeling

scholarly journals Application Of Active Learning Techniques To Computer Based

2020 ◽  
Author(s):  
M. P. Sharma ◽  
Edward Anderson ◽  
Roman Taraban
Keyword(s):  
Active Learning ◽  
Learning Techniques ◽  
Computer Based

Investigative Active Learning and the Teaching of Heat Transfer

1999 ◽  
Author(s):  
Edward E. Anderson
Keyword(s):  
Heat Transfer ◽  
Active Learning ◽  
General Solution ◽  
Transfer Problem ◽  
Solution Process ◽  
Research Literature ◽  
Structural Wall ◽  
Learning Techniques ◽  
Computer Based ◽  
Based Instruction

Abstract The benefits and advantages of investigative active learning are well documented throughout cognition and educational psychology research literature. But, these techniques are not extensively used in higher education and particularly engineering education. In this paper, a model is presented for applying computer based instruction (CBI) techniques to investigative active learning as practiced in a typical undergraduate heat transfer course. This model is demonstrated with the heat transfer through a composite structural wall problem. An investigative approach is used to coach students as they learn the general solution process. Several different active learning techniques are then applied as a student progresses through each step of the general solution process. These techniques are applicable to any heat transfer problem and when properly implemented, they should improve the learning of the general solution process. The demonstration example is best experienced with a computer. Individuals wishing to explore this model may do so at http://129.118.17.180/mvweb.

Active Learning in Mechanical and Mechatronics Engineering, Case Study: Computer-Based Interactive Learning in Robotics Classroom

2010 ◽  
Author(s):  
Hamid R. Alemohammad ◽  
Mohsen Shahini
Keyword(s):  
Active Learning ◽  
Interactive Learning ◽  
Pilot Project ◽  
Learning System ◽  
Learning Methods ◽  
University Instructors ◽  
Computer Based ◽  
Initial Survey ◽  
Conventional Classroom ◽  
The University

This paper is concerned with the review of active learning methods implemented in Mechanical and Mechatronics Engineering courses. The active learning methods are categorized into two groups of in-class activities without the use of computers and computer-based classrooms. The strategies to encourage university instructors to adopt active learning methods are also discussed. The paper also addresses the pilot project for the implementation of a novel computer-based experiential learning in the course of “Robot Manipulators: Kinematics, Dynamics, Control” at the University of Waterloo, Canada. A Student Interactive Learning System (SILS) has been developed for in-class activities in this course. The SILS system has two components: students’ mobile devices and a front-end website in which the instructor has control to upload the demonstrations and quizzes and receive students’ responses. The students are connected to the website through the WiFi connection. Findings of an initial survey, which was conducted at the start of the semester, revealed that majority of the students find the conventional classroom passive and believe adding interactivity in the lecture enhances their in-class learning experiences.

Scenario-Based Learning and Multimedia in Improving Engineering Education

2004 ◽  
Author(s):  
Jawaharlal Mariappan ◽  
Angela Shih ◽  
Peter G. Schrader ◽  
Robert Elmore
Keyword(s):  
Active Learning ◽  
New Technologies ◽  
Learning Experience ◽  
New Technology ◽  
Knowledge Retention ◽  
Learning Material ◽  
Web Based ◽  
Computer Based Training ◽  
Computer Based ◽  
Audio Video

Use of multimedia and new technologies has become very common in education and the corporate training industry. Unlike text-on-the-screen (page-turner) instructions, multimedia based interactions involve audio, video, animation and rich graphics. These attributes are very appealing to learners, and have become the predominant approach to deliver self-paced learning material. The use of multimedia and computer-based training has improved web-based as well as computer-based training and instructional delivery tremendously. However, providing an authentic learning experience requires much more than multimedia. It requires an active learning approach built on sound principles of instructional design. Scenario Based Learning (SBL) is an effective pedagogical approach which utilizes new technology and provides an excellent framework for active learning. This paper presents a SBL approach and its application to teach engineering. This approach will engage learners, increase their interest, improve knowledge retention, and facilitate understanding of the physical meaning behind abstract concepts.

Strategies, Challenges and Prospects for Active Learning in the Computer-Based Classroom

2009 ◽  
Vol 52 (1) ◽  
pp. 31-38 ◽  
Author(s):  
Keith E. Holbert ◽  
George G. Karady
Keyword(s):  
Active Learning ◽  
Computer Based

scholarly journals The importance of computer based active learning for basic chemistry in vocational high schools

2011 ◽  
Vol 1 (3) ◽  
pp. 170 ◽  
Author(s):  
Tugce Gunter ◽  
Ebru Ofluoglu Demir ◽  
Turkan Akyol Guner
Keyword(s):  
High Schools ◽  
Active Learning ◽  
Computer Based ◽  
Vocational High Schools

Integrated Active Learning Utilizing the Stories of Tomorrow at Elementary School in Japan

2019 ◽  
Vol 15 (S367) ◽  
pp. 423-424
Author(s):  
Akihiko Tomita ◽  
Fumihito Kubo ◽  
Masashi Maeda ◽  
Rosa Doran
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Active Learning ◽  
Primary School ◽  
Technology Development ◽  
Deep Understanding ◽  
Educational Practice ◽  
Primary School Students ◽  
School Students ◽  
Computer Based

AbstractIn 2018, two schools from Japan participated in Stories of Tomorrow, a computer-based STEAM educational practice for primary school students. We were able to learn from the students’ feedback that through problem-solving, a spirit of collaboration, a spirit of overcoming failure, and a deep understanding of scientific research and technology development have been nurtured. We also confirmed the importance of translation and coordination to cross over the language barrier.

Transforming a Traditional Introductory Materials Engineering Course to an Active, Learner Centered Environment Using Computer Based Technology Tools

2006 ◽  
Author(s):  
Kathleen L. Kitto
Keyword(s):  
Active Learning ◽  
Teacher Involvement ◽  
Initial Assessment ◽  
Materials Engineering ◽  
Learner Centered ◽  
Technology Tools ◽  
Course Material ◽  
Computer Based ◽  
Audio Files ◽  
Active Learner

Over the past three years, the Introduction to Materials Engineering and Science course at Western Washington University has been transformed from a traditional lecture delivery format course to an active, “learner centered” environment course. Several computer based technology tools have been used to make that transition possible. A Classroom Response System (CRS), the BlackBoard® Course Management System, MP3 audio files, and narrated, archived PowerPoint presentations have all been used to make better connections to the students and to make the course active and concept based. The initial assessment data is encouraging in that it shows improving student scores on traditional exam questions for classical problems, students more involved in their own learning, students rating teacher involvement and understanding of their needs higher, and a deeper conceptual understanding of the course material. In addition, the students were able to complete a much more challenging design problem at the end of the term. The drawback, of course, is that transforming the course and incorporating all these computer tools, active learning exercises and conceptual/peer learning into the course consumes an enormous amount of development time. Given that the potential gains for the students are really quite large and given that the technology used is already transforming our communication environment, the investment is a worthy one for any faculty member. This paper describes not only the specifications for the computer technology tools, but it also explains the needed development activities also necessary for reshaping the course, especially those needed for a concept based course. This approach is innovative because it combines the more traditional transformation approach to active learning with a computer tool centric approach to active and conceptual learning.

Computer-Supported Collaboration in Language Learning

2010 ◽  
pp. 218-234 ◽  
Author(s):  
Bin Zou
Keyword(s):  
Active Learning ◽  
Collaborative Learning ◽  
Language Learning ◽  
Language Learners ◽  
Language Skills ◽  
Questionnaire Data ◽  
Teachers And Students ◽  
Computer Based ◽  
Collaborative Language ◽  
Listening And Speaking

Studies suggest that the computer can support collaborative learning between learners. This chapter discusses collaboration between language learners while using computer-based tasks. The researcher aims to look at in what ways students collaborate when completing tasks using computers during language learning, particularly in developing their listening and speaking skills. This chapter also explores the possibilities of monitoring and assessment for this collaborative language learning. The analysis is based on interview, observation and questionnaire data from both teachers and students at two UK university language centers. The findings indicate that collaboration in computer-based environments organized by teachers is useful for students to develop their language skills. Computer-supported collaboration increases students’ confidence and encourages them to maintain active learning, thus reduces the passive reliance on teachers’ feedback.

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