On Hands-On Material and Real-World Context

2015 ◽  
pp. 43-48
Author(s):  
Claudi Alsina
Keyword(s):  
Real World ◽  
Hands On

Integrating Big Data Services Into an Undergraduate MIS Curriculum

2017 ◽  
Vol 7 (2) ◽  
pp. 58-73 ◽  
Author(s):  
Scott Jensen
Keyword(s):  
Big Data ◽  
Real World ◽  
Data Science ◽  
Graduate Programs ◽  
Advanced Degree ◽  
Data Services ◽  
Hands On ◽  
Data Problem

There is an insatiable demand in industry for data scientists, and graduate programs and certificates are gearing up to meet this demand. However, there is agreement in the industry that 80% of a data scientist's work consists of the transformation and profiling aspects of wrangling Big Data; work that may not require an advanced degree. In this paper, the authors present hands-on exercises to introduce Big Data to undergraduate MIS students using the CoNVO Framework and Big Data tools to scope a data problem and then wrangle the data to answer questions using a real-world dataset. This can provide undergraduates with a single course introduction to an important aspect of data science.

scholarly journals Integrated Outreach: Increasing Engagement in Computer Science and Cybersecurity

2020 ◽  
Vol 10 (12) ◽  
pp. 353
Author(s):  
Shaya Wolf ◽  
Andrea Carneal Burrows ◽  
Mike Borowczak ◽  
Mason Johnson ◽  
Rafer Cooley ◽  
...  
Keyword(s):  
Computer Science ◽  
Real World ◽  
Learning Experience ◽  
Low Cost ◽  
Outreach Programs ◽  
Integrated Stem ◽  
Hands On ◽  
Real World Applications ◽  
Before And After ◽  
Interest Level

Research on innovative, integrated outreach programs guided three separate week-long outreach camps held across two summers (2018 and 2019). These camps introduced computer science through real-world applications and hands-on activities, each dealing with cybersecurity principles. The camps utilized low-cost hardware and free software to provide a total of 84 students (aged 10 to 18 years) a unique learning experience. Based on feedback from the 2018 camp, a new pre/post survey was developed to assess changes in participant knowledge and interest. Student participants in the 2019 iteration showed drastic changes in their cybersecurity content recall (33% pre vs. 96% post), cybersecurity concept identification within real-world scenarios, and exhibited an increased ability to recognize potential cybersecurity threats in their every-day lives (22% pre vs. 69% post). Finally, students’ self-reported interest-level before and after the camp show a positive increase across all student participants, with the number of students who where highly interested in cybersecurity more than doubling from 31% pre-camp to 65% post-camp. Implications for educators are large as these activities and experiences can be interwoven into traditional schooling as well as less formal camps as pure computer science or through integrated STEM.

Enhancing Engineering Learning Experience at UTB by Freshmen iHOP

2015 ◽  
Author(s):  
Nazmul Islam
Keyword(s):  
Engineering Design ◽  
Real World ◽  
Engineering Students ◽  
Learning Experience ◽  
Low Cost ◽  
Project Based Learning ◽  
Senior Design ◽  
Team Selection ◽  
Hands On ◽  
Lower Division

Most of the engineering courses focus more on theory and very little on hands-on, project-based learning in the classroom. Integration of real-world engineering problems and applications in lower division engineering courses will produce engineering students, who will be technically sound and be able to execute and manage real-world projects, when they will do senior design projects in their final year of engineering study. To overcome the engineering design challenges we have developed iHOP (Ingenieŕia Hands on Project) and integrate it with our lower division engineering courses. iHOP has been developed to emphasis the design component at the University of Texas at Brownsville (UTB) Engineering Physics curriculum and the project is now an integral part of Introduction to Engineering class. The iHOP project is one that is challenging, fun, requires teamwork, associated with the engineering material being studied, low cost, and doable in a limited amount of time. The experience from iHOP project motivates our freshman students to choose a better senior design project in senior year of their college career. The objectives of the iHOP projects are — to have students develop teamwork skills, and to teach students basic engineering design concepts in a complementary format to the traditional lecture. Various techniques related to team selection, encouraging teamwork, incorporation of engineering topics, keeping costs down, project results presentations, and gathering feedback from students will also be presented in this paper. Integrating iHOP Project with Introduction to Engineering class helped us to improve our retention effort in the engineering department.

Bridging the Gap: Bringing Professionals into the Classroom to Effectively Teach Environmental Science Concepts

2019 ◽  
Vol 81 (9) ◽  
pp. 618-624
Author(s):  
Mallory Ware ◽  
Christie Sampson ◽  
Delaney Lann ◽  
Erica Linard ◽  
Lauren Garcia Chance
Keyword(s):  
Science Teachers ◽  
Real World ◽  
Science Communication ◽  
Environmental Science ◽  
Teaching Method ◽  
Thinking Skills ◽  
Hands On ◽  
Community Science ◽  
K 12

Hands-on learning is a highly effective teaching method for topics in STEM disciplines. Unfortunately, environmental science teachers sometimes lack the tools to engage their students in hands-on experimentation in real-world research outside of the classroom. Partnerships between science professionals and teachers can help address this disparity, and operating within an established community science program is an excellent way for teachers and professionals to provide K–12 students opportunities for involvement in real-world research. We developed a four-stage program that maximizes the benefits of bringing together members of the professional and academic sectors; the stages include Learn, Collect, Report, and Communicate (LCRC). The goal of this program is to bring science professionals into a K–12 classroom to emphasize the importance of conducting research using the scientific method, to promote responsible community science, improve students' data literacy and critical thinking skills, and highlight the relevance of science communication. We demonstrate this program with a case study using water quality research in high school AP classes. Evaluations of the case study indicate this framework, and the engagement with science professionals alters students' perceptions of science and scientists while giving them the skills, knowledge, and confidence to pursue scientific endeavors.

Evaluating the Use of Virtual Reality to Teach Introductory Concepts of Additive Manufacturing

2019 ◽  
Vol 142 (5) ◽  
Author(s):  
John K. Ostrander ◽  
Conrad S. Tucker ◽  
Timothy W. Simpson ◽  
Nicholas A. Meisel
Keyword(s):  
Virtual Reality ◽  
Additive Manufacturing ◽  
Real World ◽  
Self Efficacy ◽  
Conceptual Knowledge ◽  
Hands On ◽  
Standard Tool ◽  
Physical Setting ◽  
The Subject ◽  
Lesson Evaluation

Abstract Limited academic course offerings and high barriers to incorporate industrial additive manufacturing (AM) systems into education has led to an underserved demand for a highly skilled AM workforce. In this research, virtual reality (VR) is proposed as a medium to help teach introductory concepts of AM in an interactive, scalable manner. Before implementing VR as a standard tool to teach introductory concepts of AM, we must evaluate the effectiveness of this medium for the subject. We test the hypothesis that VR can be used to teach students introductory concepts of AM in a way that is as effective as teaching the same concepts in a real-world physical setting. The research also explores differences in learning between participants who engage in a hands-on interactive lesson and participants who engage in a hands-off passive lesson. The study assesses participants’ AM knowledge through pre-/post-AM lesson evaluation. AM conceptual knowledge gained and changes in self-efficacy are evaluated to make an argument for the effectiveness of VR as an AM learning tool. Our findings in this research indicate that both interactive and passive VR may be indeed used to effectively teach introductory concepts of AM; we also found advantages to using interactive VR for improving AM self-efficacy.

V-Lab

2012 ◽  
Vol 2 (3) ◽  
pp. 73-85 ◽  
Author(s):  
Le Xu ◽  
Dijiang Huang ◽  
Wei-Tek Tsai ◽  
Robert K. Atkinson
Keyword(s):  
Online Education ◽  
Real World ◽  
Virtual Laboratory ◽  
Course Content ◽  
Security Education ◽  
Reconfigurable Design ◽  
Physical Laboratory ◽  
Hands On ◽  
Natural Solution ◽  
Real World Problems

In computer and network security education, hands-on laboratories are essential to help students understand the course content. However, hands-on laboratories are difficult to implement due to the complicated setup and location restrictions of a physical laboratory, which limits their use in online education. Using a remotely accessible, physically unconstrained virtual laboratory is a natural solution. Existing laboratory solutions are usually expensive to build, configure and maintain, while still lacking reusability, flexibility, and scalability. The authors propose a remote, virtual laboratory that provides cloud resources to both desktop and mobile users, called V-Lab. By using a flexible and reconfigurable design, V-Lab greatly reduces the effort needed to establish and maintain a physical laboratory, while providing a secure, reliable, and physically unrestricted environment that allows students to use resources based on their own schedule. Preliminary results show that students report that V- Lab system is intuitive, reliable, and helps them solve real-world problems.

Working for Justice

2013 ◽  
Keyword(s):  
New Jersey ◽  
Case Studies ◽  
Real World ◽  
Arts Education ◽  
Prison Education ◽  
Industrial Complex ◽  
Prison Industrial Complex ◽  
The Arts ◽  
Hands On ◽  
Research And Education

This book documents the efforts of the Prison Communication, Activism, Research, and Education collective (PCARE) to put democracy into practice by merging prison education and activism. Through life-changing programs in a dozen states (Arizona, Colorado, Illinois, Indiana, Massachusetts, Michigan, New Jersey, Ohio, Pennsylvania, Texas, Virginia, and Wisconsin), PCARE works with prisoners, in prisons, and in communities to reclaim justice from the prison-industrial complex. The chapters present a sweeping inventory of how communities and individuals both within and outside of prisons are marshaling the arts, education, and activism to reduce crime and enhance citizenship. Documenting hands-on case studies that emphasize educational initiatives, successful prison-based programs, and activist-oriented analysis, the book provides readers with real-world answers based on years of pragmatic activism and engaged teaching.

Activities for Students: As the Ball Rolls: A Quadratic Investigation Using Multiple Representations

2009 ◽  
Vol 103 (1) ◽  
pp. 62-68
Author(s):  
Kathleen Cage Mittag ◽  
Sharon Taylor
Keyword(s):  
Data Collection ◽  
Real Time ◽  
Physical Model ◽  
Real World ◽  
Graphing Calculator ◽  
Data Sets ◽  
Real World Data ◽  
World Data ◽  
Hands On ◽  
Modeling Data

Using activities to create and collect data is not a new idea. Teachers have been incorporating real-world data into their classes since at least the advent of the graphing calculator. Plenty of data collection activities and data sets exist, and the graphing calculator has made modeling data much easier. However, the authors were in search of a better physical model for a quadratic. We wanted students to see an actual parabola take shape in real time and then explore its characteristics, but we could not find such a hands-on model.

Mailing a Publication: Exploring Linear and Step Functions in a Real-World Context

2005 ◽  
Vol 10 (7) ◽  
pp. 349-355
Author(s):  
Esther M. H. Billings ◽  
Melanie Schultz McClure
Keyword(s):  
Real World ◽  
Linear Functions ◽  
Seventh Grade ◽  
Step Functions ◽  
Real World Application ◽  
Hands On ◽  
And Algebra

How the context of mailing a package was used with seventh-grade students to explore and connect the different representations of step and linear functions. Students will learn geometry concepts and algebra concepts through this hands-on, real world application.

Tennis, Anyone?

2005 ◽  
Vol 98 (9) ◽  
pp. 586-592
Author(s):  
Ted R. Hodgson ◽  
Maurice J. Burke
Keyword(s):  
Real World ◽  
Advanced Mathematics ◽  
Mathematical Concepts ◽  
Skill Levels ◽  
Basic Properties ◽  
Solution Strategies ◽  
Real World Setting ◽  
Hands On ◽  
Mathematical Techniques

In this article, we present an engaging problem that is accessible to students at a variety of grade and skill levels. The problem is drawn from a common, real–world setting (tennis) and illustrates how a single problem can be solved in many ways by using increasingly powerful mathematics. We present these solution strategies as a sequence, beginning with informal hands–on activities and progressing to more formal and advanced mathematics. By considering the variety of solution strategies and by seeing how advanced mathematical techniques arise from basic properties and phenomena, students can develop a connected view of mathematics. The tennis problem allows students to develop an understanding of mathematical concepts and methods in a bounded setting.

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