Aircraft Detail Design Course at Embry-Riddle Aeronautical University

2014 ◽  
Author(s):  
Luis Gonzalez
Keyword(s):  
Numerical Analysis ◽  
Structural Analysis ◽  
Real World ◽  
Learning Experience ◽  
Aerospace Engineering ◽  
Capstone Course ◽  
Detail Design ◽  
Natural Context ◽  
Engineering Department ◽  
Innovative Learning

The capstone course in aircraft detail design at the Aerospace Engineering department of Embry-Riddle Aeronautical University will be presented. It is structured as a balanced mixture of lectures and a real-world project given by industry with some other activities carefully conceived to address specific deficiencies encountered in traditional engineering education; specifically, the dissociation in the students minds, or even practicing engineers, between abstract or numerical analysis and real-world design. In earlier semesters students tend to be exposed only to “clean” problems, where only one type of loading or deformation is considered or where certain aspects of the problem, such as attachments, are left out. Furthermore, in many cases these disciplines are taught in isolation, detached from their natural context. This results in students lacking a sense of feel and touch for structural analysis, something also observed for other engineering disciplines; capable of manipulating mathematical formulae but without understanding what the numbers they calculate really mean and therefore deprived of confidence about whether their design is sound or not. A special innovative learning experience at the beginning of the term has been implemented to deal with these problems, which consists, in essence, in a condensed version of the semester-long project.

scholarly journals A New Approach to Teaching Biomechanics Through Active, Adaptive, and Experiential Learning

2017 ◽  
Vol 139 (7) ◽  
Author(s):  
Anita Singh
Keyword(s):  
Experiential Learning ◽  
Student Perceptions ◽  
Real World ◽  
Adaptive Learning ◽  
Engineering Students ◽  
Learning Experience ◽  
Healthcare Industry ◽  
Skill Sets ◽  
Capstone Course ◽  
Real World Problem

Demand of biomedical engineers continues to rise to meet the needs of healthcare industry. Current training of bioengineers follows the traditional and dominant model of theory-focused curricula. However, the unmet needs of the healthcare industry warrant newer skill sets in these engineers. Translational training strategies such as solving real world problems through active, adaptive, and experiential learning hold promise. In this paper, we report our findings of adding a real-world 4-week problem-based learning unit into a biomechanics capstone course for engineering students. Surveys assessed student perceptions of the activity and learning experience. While students, across three cohorts, felt challenged to solve a real-world problem identified during the simulation lab visit, they felt more confident in utilizing knowledge learned in the biomechanics course and self-directed research. Instructor evaluations indicated that the active and experiential learning approach fostered their technical knowledge and life-long learning skills while exposing them to the components of adaptive learning and innovation.

Analyzing Novel Interactions in Science Fiction Movies in Human Factors and HCI Courses

2018 ◽  
Vol 62 (1) ◽  
pp. 336-340
Author(s):  
Myounghoon Jeon
Keyword(s):  
Human Factors ◽  
Science Fiction ◽  
Real World ◽  
New Technologies ◽  
Learning Experience ◽  
Core Knowledge ◽  
Novel Technologies ◽  
Real World Applications ◽  
Innovative Learning ◽  
Novel Interactions

To understand and apply Human Factors’ core knowledge more effectively, it is essential to provide a cohesive learning experience to students based on real-world applications. Researchers have developed ample ways to bring real-world examples to the classroom, but it is not always possible to obtain and demonstrate all the new technologies in the class. Specifically, it is even more difficult to discuss the design of novel technologies, which do not exist yet. To address this issue, in the present paper I introduce approaches to using Science Fiction (SF) movie analysis in Human Factors (HF) and Human-Computer Interaction (HCI) courses. After providing components and procedure of this activity, the implications of each component and examples are presented. Brief evaluation and pedagogical benefits are also discussed with movie references. I hope this can spark more discussions on innovative learning practices in the Human Factors community.

scholarly journals Students’ Perceptions towards Using Mobile Application in Learning Speaking

2019 ◽  
Vol 2 (4) ◽  
pp. 499-514
Author(s):  
Desika Rinanda ◽  
Suparno Suparno ◽  
Sri Samiati Tarjana
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Mobile Applications ◽  
Mobile Application ◽  
English Language ◽  
Learning Experience ◽  
School Students ◽  
Central Java ◽  
Innovative Learning ◽  
Teaching Learning

The dramatic advancement technologies, particularly mobile applications, have influenced the education sector. The integration of mobile applications in education to change the teaching-learning process has taken place and led to innovative learning, including English language learning. Hence, this study aimed to find out the students’ perceptions and the factors influencing students’ perceptions toward the use of mobile application in learning English particularly speaking. To reach the objectives, this study used case study as the research method. The data were collected mainly through interview and observation. The participants were five vocational school students in Surakarta, Central Java, Indonesia. They were purposively selected because they had been familiar with mobile application and they had been taught speaking English using mobile application by their teacher, so that they could give adequate information.  The research findings showed positive perception from the students toward the use of Learn English Conversation application in learning speaking. They declared that the use of Learn English Conversation application could facilitate them in practicing speaking, bring fun and enjoyable learning during the learning process. Moreover, their positive perceptions were influenced by several factors such as the flexibility and the new learning experience given by the mobile application, the ease to run the mobile application and unrequired a lot of internet quota when the students run the mobile application.

Learning Scrum

2021 ◽  
pp. 169-189
Author(s):  
Simon Bourdeau ◽  
Alejandro Romero-Torres ◽  
Marie-Claude Petit
Keyword(s):  
Data Collection ◽  
Software Development ◽  
Real World ◽  
Learning Experience ◽  
Project Managers ◽  
Development Projects ◽  
Simulation Based ◽  
Realistic Representation ◽  
Learn By Doing ◽  
Agile Approach

The LEGO®-Scrum simulation-based training (SBT) described here shows how LEGO® bricks can help professionals learn first-hand about Scrum methodology, an Agile approach to software development projects. The chapter's objectives are 1) to present the modalities of the LEGO®-Scrum SBT, 2) to demonstrate how LEGO® bricks can help professionals learn, first-hand, about Scrum, and 3) to illustrate how this learning can be relevant and impactful for participants. Based on observations, interviews, and a data collection by questionnaire carried out with 198 participants, the proposed SBT appears to provide a significant, relevant, and valuable learning experience. In addition, four experienced Scrum masters and IT project managers, who played key roles in the SBT, argued that the LEGO®-Scrum SBT provides a realistic representation of real-world Scrum projects; that it is dynamic, complex, challenging, and motivating; and that participants' learning is evocative and relevant, since they learn by doing.

Methods and Methodology

2009 ◽  
pp. 628-637
Author(s):  
Elda Nikolou-Walker
Keyword(s):  
Northern Ireland ◽  
Real World ◽  
Police Officers ◽  
Learning Experience ◽  
New Method ◽  
Positive Experience ◽  
School Of Education ◽  
New Approach ◽  
Work Related ◽  
Traditional Training

This study reviews the innovative programme developed in 2004 between the Work-Based Learning unit in the School of Education at Queen’s University, Belfast and the Police Service of Northern Ireland (PSNI). The scheme enables probationary officers to develop new skills by means of an Advanced Diploma in Work-Based Learning linked to the traditional training in operational policing. This new programme not only creates a new approach to police development, but also allows for the accreditation of the Work-Based Learning. The focus of the entire learning experience is within the real world context. Its objective is to enable students to reflect on their own work-related experience, to develop their understanding of appropriate work-based research approaches and methods and to identify and design a work-based project. The aim is to explore the evidence of the positive experience of trainees who have embarked on this new method of learning. Using interviews, observations, focus-groups and questionnaires, a review has been conducted on how the programme is attempting to contribute towards a positive change regarding the abilities of the new police officers.

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.

Using IT to Augment Authentic Learning

2006 ◽  
pp. 172-181
Author(s):  
Sandra Jones
Keyword(s):  
Real World ◽  
Web Sites ◽  
Learning Experience ◽  
Learning Opportunities ◽  
Learning System ◽  
Learning Activity ◽  
Discussion Boards ◽  
Face To Face ◽  
Access Information ◽  
Student Centred Learning

This chapter discusses how information technology (IT) can be used to augment the authenticity of the learning experience in student-centred learning environments. It argues that technology provides the opportunity to embed students in learning activity by bridging the gap between the “real world” and the classroom. The particular learning environment used to illustrate this is a restaurant complex with a number of outlets that was designed by the author to provide a common work environment. Using the Distributed Learning System (DLS) to which all students have access, the author was able to increase the authenticity of the “case” by first, having students access information (as employees and/or lessees’) about the commercial conditions facing the company, and its policies and practices). Second, “employees” were able to communicate through discussion boards. Third, students were able to access resources through hyperlinks to external Web sites. The author concludes that there is need for a mixture of face-to-face and virtual learning opportunities in order to add real-world authenticity to experiential learning opportunities.

Stable Platform Based on Workbench Vehicle Structure Analysis

2013 ◽  
Vol 477-478 ◽  
pp. 132-134
Author(s):  
Jin Xia Liu ◽  
Chong Chen ◽  
Liang Wang ◽  
Cong Zhang
Keyword(s):  
Numerical Analysis ◽  
Structural Analysis ◽  
Structure Analysis ◽  
Tilt Angle ◽  
Three Dimensional ◽  
Dimensional Model ◽  
Three Dimensional Model ◽  
Vehicle Structure ◽  
Platform Tilt

This paper has conducted a structural analysis by workbench after establishing a stable platform for automotive three-dimensional model, primarily concerning whether the platform can provide a benchmark to meet the requirements of equipment, including the numerical analysis of whether the platform tilt angle under load can achieve the requirements as well as the scheme of improvement direction of the structure.

Numerical analysis of history-dependent variational–hemivariational inequalities with applications to contact problems

2015 ◽  
Vol 26 (4) ◽  
pp. 427-452 ◽  
Author(s):  
MIRCEA SOFONEA ◽  
WEIMIN HAN ◽  
STANISŁAW MIGÓRSKI
Keyword(s):  
Numerical Analysis ◽  
Real World ◽  
Viscoelastic Body ◽  
Contact Problems ◽  
Uniqueness Result ◽  
Constitutive Law ◽  
Hemivariational Inequalities ◽  
New Class ◽  
Nonlinear Anal ◽  
Dependence Result

A new class of history-dependent variational–hemivariational inequalities was recently studied in Migórski et al. (2015Nonlinear Anal. Ser. B: Real World Appl.22, 604–618). There, an existence and uniqueness result was proved and used in the study of a mathematical model which describes the contact between a viscoelastic body and an obstacle. The aim of this paper is to continue the analysis of the inequalities introduced in Migórski et al. (2015Nonlinear Anal. Ser. B: Real World Appl.22, 604–618) and to provide their numerical analysis. We start with a continuous dependence result. Then we introduce numerical schemes to solve the inequalities and derive error estimates. We apply the results to a quasistatic frictional contact problem in which the material is modelled with a viscoelastic constitutive law, the contact is given in the form of normal compliance, and friction is described with a total slip-dependent version of Coulomb's law.

Sign in / Sign up

Export Citation Format

Share Document