Utilizing Multimedia Tools in Undergraduate Thermodynamics

2005 ◽  
Author(s):  
Ella Fridman ◽  
Susan Shelangoskie
Keyword(s):  
Mechanical Engineering ◽  
Assessment Tool ◽  
Engineering Curriculum ◽  
Immediate Feedback ◽  
Self Assessment ◽  
Web Based ◽  
Multimedia Tools ◽  
Course Material ◽  
The University ◽  
To Receive

It is well known that the thermodynamics is one of the most complicated subjects for students in the mechanical engineering curriculum. The new web-based Guided Self-Assessment Tool (GSATool) developed at the University of Toledo enables students to become actively engaged in the process of learning, to receive immediate feedback, to recognize their own strengths and weaknesses with the course material, and to better gauge their own learning levels and needs. The present paper describes the GSATool, its specifics and applications.

Networked Physics Curriculum: From Static Web to Dynamic Java

1997 ◽  
Vol 08 (01) ◽  
pp. 79-95 ◽  
Author(s):  
G. D. Bothun ◽  
S. D. Kevan ◽  
S. Micklavzina ◽  
D. Mason
Keyword(s):  
Resource Constraints ◽  
Physical Reality ◽  
Web Based ◽  
Virtual Experiments ◽  
Experimental Apparatus ◽  
Course Material ◽  
The University ◽  
Interactive Exercises ◽  
Physics Curriculum ◽  
Student Inquiry

We describe our efforts at the University of Oregon to use Web-based Instructional Technology (IT) supplemented with interactive Java virtual experiments to change the standard pedagogy associated with large, introductory undergraduate classes in physics and astronomy. We begin by examining some of the problems associated with the standard pedagogy in these classes and how these problems motivated our development of networked courseware. Although we identify and describe five empirical positive outcomes associated with IT, we conclude that the use of HTML-based course material and assignments does not substantially alter the standard pedagogy as this medium alone is not conducive to interactive exercises. To build interactivity into our courseware, we have undertaken a vigorous effort of creating Java-based experiments which are grounded in physical reality and duplicate the kinds of experiments that are done in the physical lab. In so doing, we build experimentation into a curriculum for large lecture-based classes in which the standard pedagogy and resource constraints normally preclude lab sections. The main goal is to create a networked environment where the student can easily retrieve the notes and the demonstrations that were done in class as well as to engage in experiments that are designed to illustrate basic principles. In so doing, we hope to move to a more learner-centered environment which is driven by student inquiry. Five specific Java experiments are described here and each is accompanied by a snapshot of the experimental apparatus and controls. An appendix contains the relevant URLs of the experiments, courseware, and animation described herein.

scholarly journals THE ATTRIBUTE ASSESSMENT PROCESS IN THE FACULTY OF ENGINEERING AT THE UNIVERSITY OF MANITOBA: YEAR THREE

2015 ◽  
Author(s):  
Jillian Seniuk Cicek ◽  
Sandra Ingram ◽  
Nariman Sepehri
Keyword(s):  
Mechanical Engineering ◽  
Assessment Tool ◽  
Assessment Process ◽  
Assessment Protocol ◽  
Graduate Attributes ◽  
The Third ◽  
University Of Manitoba ◽  
The University ◽  
Academic Year

This paper describes the third year of a studyat the University of Manitoba aimed at exploring how theCanadian Engineering Accreditation Board (CEAB)graduate attributes are manifested and measured in theFaculty of Engineering’s curriculum. Instructors from theDepartments of Biosystems, Civil, Electrical andComputer, and Mechanical Engineering were asked toconsider the presence of four attributes and theirsubsequent indicators in one engineering course taught inthe 2013-14 academic year. The attributes were: AKnowledge Base for Engineering, Individual and TeamWork, Impact of Engineering on Society and theEnvironment, and Economics and Project Management.Data were gathered using a self-administered checklist,which was introduced to instructors in a workshopsetting. The checklist has evolved over the three years inan effort to define student attribute competency levels andto create an assessment tool that meets the needs of boththe researchers and the instructors, as we work togetherto examine the graduate attributes in our courses andimplement an outcomes-based assessment protocol. Thedata from this third year give us the ability to report onhow the remaining four CEAB graduate attributes arepresently manifest and measured in our engineeringfaculty, to look for evidence of outcomes-basedassessment, to evaluate the checklist as an assessmenttool, and to reflect on the overall process.

scholarly journals WHY DOES IT MATTER? EXPLAINING THE IMPORTANCE OF COMPLEMENTARY STUDIES TO FIRST-YEAR ENGINEERING STUDENTS

2017 ◽  
Author(s):  
John Donald ◽  
Sofie Lachapelle ◽  
Thomas Sasso ◽  
Kyle Augusto ◽  
M. Gloria Gonzalez-Morales
Keyword(s):  
Engineering Students ◽  
Soft Skills ◽  
First Year ◽  
Self Awareness ◽  
Engineering Curriculum ◽  
Self Assessment ◽  
Soft Skill ◽  
Daily Work ◽  
Quasi Experimental ◽  
The University

While complementary studies are an accreditation requirement and feature prominently in the Canadian engineering curriculum, focus-group conversations with upper-year engineering students have indicated that a lack of awareness of, and appreciation for, soft skills development often prevents students from benefiting from complementary studies to the fullest. Given this reported difficulty to grasp the importance of complementary studies, a study was undertaken at the University of Guelph using a quasi-experimental design to explore the possibility that triggering self-assessment and awareness about career development early in the engineering curriculum promotes greater engagement with complementary studies and soft-skill development. First-year engineering students took part in a learner-centered activity focused on the importance of complementary studies for the development of soft skills. Through active learning exercises and case studies of successful engineering graduates, who described the skills and knowledge required to perform their daily work, the session was designed to encourage students to develop greater self-awareness and intentionality about complementary studies and their associated graduate attributes. The outcomes of this activity and issues on how to embed it in the Engineering first-year curriculum will be discussed

Application of self-assessment triage tool in COVID-19 pandemic (Preprint)

2021 ◽  
Author(s):  
Anna Nowicka ◽  
Jakub Jaszczak ◽  
Anna Szymanek Pasternak ◽  
Krzysztof Simon
Keyword(s):  
Risk Assessment ◽  
Infectious Diseases ◽  
Assessment Tool ◽  
The Self ◽  
Risk Assessment Tool ◽  
Shortness Of Breath ◽  
Self Assessment ◽  
Web Based ◽  
Patients At Risk ◽  
Patient Profiles

BACKGROUND (-) OBJECTIVE COVID-19 pandemic has sped up the implementation of telehealth solutions in medicine. This paper demonstrates our experiences with the COVID-19 Risk Assessment Tool. We tried to determine who is the user of the web-based COVID-19 triage application and compare this group with the patients of the infectious diseases ward’s admission room to evaluate who could benefit from implementing the COVID-19 online symptom checker as a remote triage solution. METHODS We have analyzed the answers of more than 650 000 people interacting with an online WHO-based triage tool for assessing the probability of SARS-CoV-2 infection. Based on the presented symptoms, risk factors, and demographics, the tool has assessed if the user’s answers are suggestive of COVID-19 and recommended appropriate action. Subsequently, we have compared “patient profiles” of tool users with patients admitting to the Infectious Diseases Admission Room. RESULTS COVID-19 Risk Assessment tool tended to be used by asymptomatic or oligosymptomatic individuals, which constituted 70.58% of all users. The majority of users were young (67.30% were below 40 years of age) and without significant comorbidities. On the contrary, most admission room patients were symptomatic - symptoms like fever, cough and dyspnea were prevalent in both covid positive and negative patients. COVID-suspected patients in the self-assessment tool presented similar COVID-19 symptoms as those who presented to the admission room. These were: cough (66.51% in self-assessment tool, 59.48% in the admission room, P=.03), fever (57.79% in the self-assessment tool, 62,93% in the admission room, P=.13), and shortness of breath (8.73% in the self-assessment tool vs. 37.50% in the admission room, P<.001). CONCLUSIONS The self-assessment COVID-19 tool, as it served as the means of screening and self-education, did not substitute for the consultation in the admission room for symptomatic patients. It seems that these types of solutions may serve as health information hubs for oligosymptomatic individuals, as well as a way of identifying and advising patients at risk. It fulfils the idea of remote, pre-clinical triage, however, the accuracy and influence on healthcare must be examined in the clinical setting.

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