Teaching Multidisciplinary Teams Requirements for Undergraduate Students: an Approach to Augmented Reality Software in Design Thinking Context

2018 ◽  
Author(s):  
Eduarda Maganha de Almeida ◽  
Eduardo Filgueiras Damasceno ◽  
Alexandre L'Erario
Keyword(s):  
Augmented Reality ◽  
Undergraduate Students ◽  
Design Thinking ◽  
Multidisciplinary Teams

An Evaluation of the Effects of Team Projects and Augmented Reality on Student Learning in Sustainable Building Science

2019 ◽  
Author(s):  
Cheng-Xian Lin ◽  
Nipesh Pradhananga ◽  
Shahin Vassigh
Keyword(s):  
Augmented Reality ◽  
Student Learning ◽  
Undergraduate Students ◽  
Engineering Students ◽  
Work Force ◽  
Building Design ◽  
Multidisciplinary Teams ◽  
Building Science ◽  
Sustainable Building ◽  
Team Projects

Abstract Sustainable building design and construction involves complex systems that require multidisciplinary teams from engineering, construction, and architecture, to design and analyze the systems at every stage of the process during the building’s life cycle. However, students who are the future work force are often trained in different disciplines across different colleges. When these students are grouped together to work on the building design and analysis, learning in a multidisciplinary environment could be both beneficial and challenging due to the difference in their background. In this paper, we report our experience and analysis of data examining the learning effectiveness of the undergraduate students from three cross-college departments in architecture, construction, and engineering. Using pre- and post-semester tests on selected building science problems, we have investigated how the student’s understanding of building science had changed through team projects. Particularly, for mechanical engineering students in the design of thermal/fluid systems classes, we analyzed whether a cross-college multidisciplinary team could do better as compared to a disciplinary-specific team within the same class. We also examined the potential effects of emerging technology, augmented reality, on student learning in the same team environment. It was interesting to find that students’ learning in discipline-specific teams can be improved as in the multidisciplinary teams, due to the challenges in the complexity of the projects.

‘Growing Oak Trees' - Education for Sustainable Design

2014 ◽  
pp. 584-604
Author(s):  
Adam de Eyto
Keyword(s):  
Undergraduate Students ◽  
Best Practice ◽  
Design Thinking ◽  
Sustainable Design ◽  
Continuing Professional Development ◽  
Study Groups ◽  
Design Development ◽  
Medium Enterprise ◽  
Institute Of Technology

Designers and engineers seem finally to be awakening to the challenge that sustainable development presents. Educators and students alike are keenly aware of the need to become more effective in the training and practice of their specific disciplines with respect to sustainability (Mulder, Segalas-Coral, & Ferrer- Balas, 2010). This chapter illustrates and animates a number of critical themes in education for sustainable design that have been developed within the Irish context. However, these are scalable within the international context for training and ‘up skilling' of product designers, engineers and other design professionals. The chapter focuses on the co-design, development, validation and piloting over two years of a CPD (Continuing Professional Development) course for Design Professionals in Sustainable Design. The research outlined in this work also qualitatively assesses appropriate models for educating for sustainable design thinking with design professionals, small to medium enterprise (SME) employees and undergraduate design students. The educational methodologies that were developed were evaluated over an eight year period with case study groups including: Industrial and Product Design undergraduate students at the Institute of Technology, Carlow (IT Carlow) and Professional designers taking the SDI (Sustainable Design Innovation) Certificate at IT Carlow. A parallel program (Winnovate) which aimed to up skill SME's in the South East of Ireland was also developed as a separate case study. All the case studies were benchmarked against initiatives in the Netherlands, Germany, Spain, Wales and Australia as well as collaboration with the University of Limerick, Ireland as a means of establishing current best practice.

scholarly journals Learning Geomicrobiology as a Team Using Microbial Mats, a Multidisciplinary Approach

2007 ◽  
Vol 8 (1) ◽  
pp. 28-35
Author(s):  
Carlos Rios-Velazquez ◽  
Lilliam Casillas-Martinez ◽  
Pieter T. Visscher
Keyword(s):  
Undergraduate Students ◽  
Microbial Mats ◽  
Opportunity To Learn ◽  
Multidisciplinary Teams ◽  
Group Discussions ◽  
Educational Backgrounds ◽  
Significant Difference ◽  
Teaching Learning ◽  
Hypersaline Microbial Mats ◽  
Science Disciplines

Microbial mats are one of the best suited laminar organo-sedimentary ecosystems for students from different educational backgrounds to visualize the direct relationship between microbes and minerals. We have used tropical hypersaline microbial mats from Puerto Rico as educational tools to promote active learning of geomicrobiology introductory concepts for undergraduate students organized in multidisciplinary teams with biological and geological backgrounds. Besides field trips and independent research projects focused on microbial mats, four intensive workshops and one capstone activity were designed to expose students to the different geomicrobiology subdisciplines (microbiology, molecular biology, geology, and geochemistry). The teaching-learning process was assessed using pre- and posttests, group discussions, activities including Gallery Walks and exquisite cadaver’s, case studies, and focal interviews. While the posttest showed a significant difference in conceptual understanding, the Gallery Walk and the capstone activities demonstrated increase in the depth, coherence, and thoughtfulness in answering questions, including a clear integration of the different subdisciplines during their presentations. Finally, the main themes described by the students as important outcomes of their participation in the Research at Undergraduate Institutions: Microbial Observatory (RUI-MO) program were: (i) the opportunity to study and learn new and different science disciplines, (ii) the microbial mats were excellent tools to learn from and integrate different science disciplines, and (iii) working in multidisciplinary teams gave them the opportunity to learn from their peers’ discipline backgrounds. To our knowledge this is the first educational initiative that uses tropical hypersaline microbial mats to teach geomicrobiology in a multidisciplinary fashion.

scholarly journals EDUCATIONAL MATERIALS WITH AUGMENTED REALITY IN HIGHER EDUCATION

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
Z.I IVANOVA ◽  
Keyword(s):  
Augmented Reality ◽  
Undergraduate Students ◽  
Practical Knowledge ◽  
Educational Process ◽  
Educational Materials ◽  
Construction Education ◽  
Virtual And Augmented Reality ◽  
Learning Software ◽  
New Generation ◽  
The Impact

Objective : to determine the character and forms of the new generation educational materials in the conditions of a new reality - the dominance of clip consciousness, because it is focused on the perception of changing visual images and it limits the formation of systemic knowledge about the subject of study. 2) to make an overview of augmented reality (AR) programs and applications that can be used in the preparation of educational materials. Applied method : analysis of documents, including publications of domestic and foreign authors, describing the experience of introducing virtual (VR), augmented (AR) and mixed (MR) realities technologies into the educational process and educational materials; online sources for the latest augmented reality learning software. Results : textbooks with AR enable to observe objects in 3D in real time and in a real physical environment using smartphones, special glasses; it will allow them to gain practical knowledge and experience. Educational materials with AR and VR will become more in demand in technical / engineering and architectural and construction education, they will allow to visualize projects, to view the architectural models in detail. Conclusions : the use of augmented reality elements has a positive effect on the quality of education, but its effectiveness for students of different specialties is different. The greatest effectiveness of AR in the process of teaching undergraduate students of engineering and architectural specialties was revealed. In general, the impact of virtual and augmented reality on consumers is ambiguous. The problem requires further study, in particular, in the aspect of technostress.

scholarly journals Pre-clinical undergraduate students’ perspectives on the adoption of virtual and augmented reality to their dental learning experience: A one-group pre- and post-test design protocol

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 473
Author(s):  
Kelvin I. Afrashtehfar ◽  
Jing-Wen Yang ◽  
Amaweya A. H. Al-Sammarraie ◽  
Hui Chen ◽  
Musab H. Saeed
Keyword(s):  
Augmented Reality ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Clinical Stage ◽  
Subject Area ◽  
Scientific Publications ◽  
Dental Anatomy ◽  
Post Test ◽  
Ethical Approval ◽  
Design Protocol

Background: We live in a time where traditional education has rapidly incorporated online modalities due to the recent SARS-CoV-2 (COVID-19) safety measures such as social distancing. Regardless of these challenges, health education constantly strives to implement the best technologies available for an effective student deep learning outcome. Virtual (VR) and augmented reality (AR) in the dental pre-clinical stage may help stimulate students to better understand the foundation material prescribed in the curriculum. Most visual material available for students is still mainly based on 2D graphics. Thus, this study will attempt to evaluate the students' perceptions about implementing VR/AR technologies in the learning setting. Methods: A single-group pretest-posttest design will be implemented where students will be exposed to VR/AR and fill out two questionnaires, one before and one after the exposure. Conclusions: This project is intended to start once the institutional ethical approval is obtained. It is expected that the analysis from the current project will provide recommendations to improve the students' academic curriculum pre-clinical experience. The recommendations will be provided in the form of at least three scientific publications, with one publication for each subject area intended to be evaluated (i.e., head and neck anatomy, dental anatomy, and removable prosthodontics).

scholarly journals Determination of student opinions in augmented reality

2016 ◽  
Vol 8 (3) ◽  
Author(s):  
Huseyin Bicen ◽  
Erkan Bal
Keyword(s):  
Augmented Reality ◽  
Undergraduate Students ◽  
Teaching Methods ◽  
New Technology ◽  
Rapid Development ◽  
Classroom Teaching ◽  
Student Opinions ◽  
Study Results ◽  
The Impact

The rapid development of the new technology has changed classroom teaching methods and tools in a positive way. This study investigated the classroom learning with augmented reality and the impact of student opinions. 97 volunteer undergraduate students took part in this study. Results included data in the form of frequencies, percentages and descriptive statistics. The results show that, with gamification methods, augmented reality content affected students’ opinions in a positive way. When QR codes are used in the classroom, students feel independent from classroom materials and can access various resources. Moreover, students think that, when augmented reality in the classroom is used, education is more enjoyable. Keywords: Augmented reality; gamification; opinions; students

Demand for interdisciplinary laboratories for physiology research by undergraduate students in biosciences and biomedical engineering

2008 ◽  
Vol 32 (4) ◽  
pp. 256-260 ◽  
Author(s):  
Kari L. Clase ◽  
Patrick W. Hein ◽  
Nancy J. Pelaez
Keyword(s):  
Undergraduate Students ◽  
Biomedical Engineering ◽  
National Science Foundation ◽  
Academic Programs ◽  
Multidisciplinary Teams ◽  
Engineering Programs ◽  
Disciplinary Boundaries ◽  
Laboratory Courses ◽  
Physiology Laboratory ◽  
Changing Role

Physiology as a discipline is uniquely positioned to engage undergraduate students in interdisciplinary research in response to the 2006–2011 National Science Foundation Strategic Plan call for innovative transformational research, which emphasizes multidisciplinary projects. To prepare undergraduates for careers that cross disciplinary boundaries, students need to practice interdisciplinary communication in academic programs that connect students in diverse disciplines. This report surveys policy documents relevant to this emphasis on interdisciplinary training and suggests a changing role for physiology courses in bioscience and engineering programs. A role for a physiology course is increasingly recommended for engineering programs, but the study of physiology from an engineering perspective might differ from the study of physiology as a basic science. Indeed, physiology laboratory courses provide an arena where biomedical engineering and bioscience students can apply knowledge from both fields while cooperating in multidisciplinary teams under specified technical constraints. Because different problem-solving approaches are used by students of engineering and bioscience, instructional innovations are needed to break down stereotypes between the disciplines and create an educational environment where interdisciplinary teamwork is used to bridge differences.

Augmented Reality for Evaluating Low Environmental Impact 3D Concepts in Industrial Design

2018 ◽  
pp. 222-245
Author(s):  
Omar E. Sánchez Estrada ◽  
Mario Gerson Urbina ◽  
Raymundo Ocaña
Keyword(s):  
Augmented Reality ◽  
Environmental Impact ◽  
Undergraduate Students ◽  
Energy Use ◽  
Industrial Design ◽  
Production Costs ◽  
Visual Evaluation ◽  
Evaluation Feedback ◽  
Three Stages ◽  
Design Workshop

This work uses augmented reality (AR) as a supplementary tool in teacher's evaluation of low environmental impact 3D concepts in industrial design, which are part of contents in subjects taken by fifth semester undergraduate students of Industrial Design at the Autonomous University of the State of Mexico (UAEM), specifically in the Tool Design Workshop. Design criteria are presented and they will be used to evaluate 3D concepts through the use of AR. The project is developed in three stages: 1) presenting the 3D concept through AR scenarios in order to be evaluated, 2) visual evaluation with established technical criteria, and 3) evaluation feedback so as to improve the 3D concept. The aim is to reduce evaluation subjectivity in order to reduce production costs, waste generation, and energy use in producing mockups and models.

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