Problem-Based Collaborative Projects In and Between Freshman and Sophomore Engineering Courses

2005 ◽  
Author(s):  
Asad Azemi ◽  
Ivan Esparragoza
Keyword(s):  
Engineering Design ◽  
Computer Programming ◽  
Collaborative Work ◽  
Practical Experience ◽  
Learning By Doing ◽  
Final Project ◽  
Overall Design ◽  
Advantages And Disadvantages ◽  
Analytical Skills ◽  
Penn State

This work describes our effort at the Delaware County Campus of Penn State to enhance the freshman engineering design and graphics and sophomore engineering computer programming courses by incorporating problem-based collaborative robotics projects in and between these courses. The robotics project in the engineering design and graphics course, ED&G 100, focuses on the mechanical and overall design aspect of a robot, and the projects in the engineering computer programming course, CMPSC 201, focus on the programming aspects. Lego Mindstorms and Handy Board controller have been chosen for building the robots and programming them, respectively. The collaborative projects have been designed with the intention of increasing learning, through collaboration among students and faculty. The projects also encourage teamwork by working with students from different disciplines, promote analytical skills by working to solve an open-ended problem, and provide practical experience and learning by doing through working with robots. To emphasize the importance of communication skills, at the end of the semester each team is also expected to present a report for the final project using PowerPoint. A detailed discussion of this collaborative work and the advantages and disadvantages of such an approach is discussed.

Evaluating the Effectiveness of Problem Formulation and Ideation Skills Learned Throughout an Engineering Design Course

2015 ◽  
Author(s):  
Mahmoud Dinar ◽  
Yong-Seok Park ◽  
Jami J. Shah
Keyword(s):  
Engineering Design ◽  
Objective Assessment ◽  
Problem Formulation ◽  
Engineering Product ◽  
Design Problems ◽  
Web Based ◽  
Final Project ◽  
Design Projects ◽  
Design Skills ◽  
Long Course

Conventional syllabi of engineering design courses either do not pay enough attention to conceptual design skills, or they lack an objective assessment of those skills to show students’ progress. During a semester-long course of advanced engineering product design, we assigned three major design projects to twenty five students. For each project we asked them to formulate the problems in the Problem Formulator web-based testbed. In addition, we collected sketches for all three design problems, feasibility analyses for the last two, and a working prototype for the final project. We report the students’ problem formulation and ideation in terms of a set of nine problem formulation characteristics and ASU’s ideation effectiveness metrics respectively. We discuss the limitations that the choice of the design problems caused, and how the progress of a class of students during a semester-long design course resulted in a convergence in sets of metrics that we have defined to characterize problem formulation and ideation. We also review the results of students of a similar course which we reported last year in order to find common trends.

scholarly journals THE METHODOLOGY OF THE APPLICATION OF SUBJECT-LANGUAGE INTEGRATIVE TECHNOLOGIES FOR TEACHING THE RUSSIAN LANGUAGE AND TEACHING IN RUSSIAN USING THE EDUCATIONAL PLATFORM

2020 ◽  
Author(s):  
В.В. Богданчиков ◽  
Е.А. Тренкина ◽  
Т.А. Шорина
Keyword(s):  
Digital Technologies ◽  
Practical Experience ◽  
Russian Language ◽  
Nikolai Gogol ◽  
Communicative Skills ◽  
Advantages And Disadvantages ◽  
The World ◽  
Subject Areas ◽  
The Subject ◽  
The Russian Language

В статье рассматривается методика применения технологий предметно-языкового интегративного обучения в русских школах за рубежом. Рассматривается и анализируется опыт интеграции предметных областей «Русский язык» и «Окружающий мир». Описываются практический опыт занятий по русскому языку с использованием образовательной платформы в русской школе «Николай Гоголь» в Италии и примеры практической методики обучения фонетике, грамматике, лексике, видам речевой дея-тельности. Выявлены преимущества и недостатки применения цифровых технологий для обучения русскому языку и на русском языке. The article discusses the methodology of applying technologies of subject-language integrative teaching in Russian schools abroad. The experience of integration of the subject areas «Russian language» and «The world around us» is considered and analyzed. The practical experience of classes in the Russian language using the educational platform at the Russian school «Nikolai Gogol» in Italy is described, examples of practical methods of teaching phonetics, grammar, vocabulary, communicative skills activity are described. The advantages and disadvantages of using digital technologies for teaching the Russian language and in Russian are revealed.

scholarly journals MANAGEMENT AND OPERATION MODELS IN ELECTRICAL CHARGING INFRASTRUCTURE (EXAMPLE OF KEY COUNTRIES: USA AND CHINA)

2021 ◽  
pp. 94-108
Author(s):  
Леонид Вячеславович Калимуллин ◽  
Денис Константинович Левченко
Keyword(s):  
Developed Countries ◽  
Practical Experience ◽  
Infrastructure Management ◽  
Electric Transport ◽  
Charging Infrastructure ◽  
Advantages And Disadvantages ◽  
State Initiatives ◽  
The Usa ◽  
Characteristic Features ◽  
Russian Model

Несмотря на существующие государственные инициативы, одним из факторов, сдерживающих развитие электротранспорта в России, является низкий уровень развития электрозарядной инфраструктуры. В данном контексте актуально изучить успешный опыт построения и внедрения моделей функционирования электрозарядной инфраструктуры и управления ею на примере наиболее развитых по данному направлению стран. Целью статьи является исследование моделей функционирования инфраструктуры для электромобилей и управления ею, применяемых в США и Китае, выявление характерных особенностей, преимуществ и недостатков с целью формирования наиболее оптимальных условий для построения российской модели электрозарядной инфраструктуры. Элементы научной новизны заключаются в обобщении и систематизация практического опыта применения моделей функционирования электрозарядной инфраструктуры и управления ею. Despite existing state initiatives, one of the factors limiting the development of electric transport in Russia is the low level of development of electric charging infrastructure. In this context, it is relevant to study the successful experience of building and implementing models for the management and operation of electric charging infrastructure on the example of the most developed countries in this area. The purpose of the article is to study models of infrastructure management and functioning for electric vehicles used in the USA and China, to identify characteristic features, advantages and disadvantages in order to form the most optimal conditions for building a Russian model of electric charging infrastructure. Elements of scientific novelty are the synthesis and systematization of practical experience in the application of models of control and operation of electric charging infrastructure.

scholarly journals Efficient General Reflectarray Design and Direct Layout Optimization with a Simple and Accurate Database Using Multilinear Interpolation

Electronics ◽  
2022 ◽  
Vol 11 (2) ◽  
pp. 191
Author(s):  
Daniel R. Prado ◽  
Jesús A. López-Fernández ◽  
Manuel Arrebola
Keyword(s):  
Linear Interpolation ◽  
Layout Optimization ◽  
Lookup Table ◽  
Support Vector ◽  
Space Applications ◽  
Overall Design ◽  
Advantages And Disadvantages ◽  
Full Wave ◽  
Vector Machines ◽  
Wave Technique

In this work, a simple, efficient and accurate database in the form of a lookup table to use in reflectarray design and direct layout optimization is presented. The database uses N-linear interpolation internally to estimate the reflection coefficients at coordinates that are not stored within it. The speed and accuracy of this approach were measured against the use of the full-wave technique based on local periodicity to populate the database. In addition, it was also compared with a machine learning technique, namely, support vector machines applied to regression in the same conditions, to elucidate the advantages and disadvantages of each one of these techniques. The results obtained from the application to the layout design, analysis and crosspolar optimization of a very large reflectarray for space applications show that, despite using a simple N-linear interpolation, the database offers sufficient accuracy, while considerably accelerating the overall design process as long as it is conveniently populated.

Analyzing Current Visual Tools and Methodologies of Computer Programming Teaching in Primary Education

2018 ◽  
pp. 201-229
Author(s):  
Serhat Altiok ◽  
Erman Yükseltürk
Keyword(s):  
Creative Thinking ◽  
Computer Programming ◽  
Collaborative Work ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Visual Programming ◽  
General Description ◽  
Programming Tools ◽  
K 12 ◽  
Pedagogical Approaches

In our age, computational thinking that involves understanding human behavior and designing systems for solving problems is important as much as reading, writing and arithmetic for everyone. Computer programming is one of the ways that could be promote the process of developing computational thinking, in addition to developing higher-order thinking skills such as problem solving, critical and creative thinking skills etc. However, instead of focusing on problems and sub-problems, algorithms, or the most effective and efficient solution, focusing on programming language specific needs and problems affects the computational thinking process negatively. Many educators use different tools and pedagogical approaches to overcome these difficulties such as, individual work, collaborative work and visual programming tools etc. In this study, researchers analyze four visual programming tools (Scratch, Small Basic, Alice, App Inventor) for students in K-12 level and three methodologies (Project-based learning, Problem-based learning and Design-based learning) while teaching programming in K-12 level. In summary, this chapter presents general description of visual programming tools and pedagogical approaches, examples of how each tool can be used in programming education in accordance with the CT process and the probable benefits of these tools and approaches to explore the practices of computational thinking.

Teaching Case of Gamification and Visual Technologies for Education

2018 ◽  
pp. 205-226 ◽  
Author(s):  
Sergi Villagrasa ◽  
David Fonseca-Escudero ◽  
Ernest Redondo ◽  
Jaume Duran
Keyword(s):  
Learning Process ◽  
Collaborative Work ◽  
Learning By Doing ◽  
Management Tool ◽  
Technology In Education ◽  
Game Mechanics ◽  
Major Increase ◽  
Game Elements ◽  
Visual Technologies

This paper describes the use of gamification and visual technologies in a classroom for higher education, specifically for university students. The goal is to achieve a major increase in student motivation and engagement through the use of various technologies and learning methodologies based on game mechanics called gamification. Gamification is used to engage students in the learning process. This study adds learning methodologies like Learning by Doing to students' collaborative work, and mixes teacher support with new, accessible technology, such as virtual reality and visualization 3D on the web thanks to webGL. This creates a new management tool, called GLABS, to assist in the gamification of the classroom. Understanding the role of gamification and the technology in education means understanding under what circumstances game elements can drive a student's learning behavior so that he or she may achieve better results in the learning process.

Digital and Collaborative Work

2020 ◽  
pp. 243-263
Author(s):  
Christelle Lison ◽  
Constance Denis
Keyword(s):  
Distance Learning ◽  
Social Constructivism ◽  
Digital Technology ◽  
Collaborative Work ◽  
Authentic Learning ◽  
Practical Experience ◽  
Pedagogical Tools ◽  
University Teachers ◽  
Teaching Objectives

Do digital and collaborative work go hand in hand? This chapter combines the practical experience of two university teachers and literature to answer this question. Basic notions are revisited: Collaborative work, Distance learning, Social constructivism, Authentic learning to establish the winning conditions. Collaborative work implies three types of action, i.e. communicating, coordinating, and producing. Digital technology finds its place in each of these, given the great diversity of tools available. To promote collaborative work with digital, the authors propose to clarify teaching objectives, to vary digital and pedagogical tools, and to develop the evaluation of collaborative work. The practical experience helps to clarify the main constraints of remote collaborative work and to identify some key elements to be aware of. Several concrete examples illustrate the problems and possible solutions.

Analyzing Current Visual Tools and Methodologies of Computer Programming Teaching in Primary Education

2022 ◽  
pp. 648-676
Author(s):  
Serhat Altiok ◽  
Erman Yükseltürk
Keyword(s):  
Creative Thinking ◽  
Computer Programming ◽  
Collaborative Work ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Visual Programming ◽  
General Description ◽  
Programming Tools ◽  
K 12 ◽  
Pedagogical Approaches

In our age, computational thinking that involves understanding human behavior and designing systems for solving problems is important as much as reading, writing and arithmetic for everyone. Computer programming is one of the ways that could be promote the process of developing computational thinking, in addition to developing higher-order thinking skills such as problem solving, critical and creative thinking skills etc. However, instead of focusing on problems and sub-problems, algorithms, or the most effective and efficient solution, focusing on programming language specific needs and problems affects the computational thinking process negatively. Many educators use different tools and pedagogical approaches to overcome these difficulties such as, individual work, collaborative work and visual programming tools etc. In this study, researchers analyze four visual programming tools (Scratch, Small Basic, Alice, App Inventor) for students in K-12 level and three methodologies (Project-based learning, Problem-based learning and Design-based learning) while teaching programming in K-12 level. In summary, this chapter presents general description of visual programming tools and pedagogical approaches, examples of how each tool can be used in programming education in accordance with the CT process and the probable benefits of these tools and approaches to explore the practices of computational thinking.

Electrolytic Solder Deposit for Next Generation Flip Chip Solder Bumping

2010 ◽  
Vol 2010 (DPC) ◽  
pp. 000671-000707
Author(s):  
Stephen Kenny ◽  
Sven Lamprecht ◽  
Kai Matejat ◽  
Bernd Roelfs
Keyword(s):  
Flip Chip ◽  
Practical Experience ◽  
Electrolytic Deposition ◽  
Solder Paste ◽  
Stencil Printing ◽  
Printing Process ◽  
Advantages And Disadvantages ◽  
Novel Approach ◽  
Solder Bumps ◽  
Chip Attachment

Electrolytic Solder Deposit for Current methods for the formation of pre-solder bumps for flip chip attachment use stencil printing techniques with an appropriate solder paste. The continuing trend towards increasing miniaturisation and the associated decrease in size of solder resist opening, SRO is causing production difficulties with the stencil printing process. Practical experience of production yields has shown that stencil printing will not be able to meet future requirements for solder bump pitch production below 0.15 mm for these applications. This paper describes a novel approach to replace the stencil printing process by use of an electrolytic deposition of solder. In contrast to stencil printing, use of electrolytic deposition techniques allows production of solder bumps with a pitch below 0.15 mm and with a SRO below 80 μm. Methods for production of electrolytic solder bumps based on pure tin as well as alloys of tin/copper and also tin/silver are shown and in particular a method to control the alloy concentration of electroplated tin/copper bumps. Test results with both alloy systems and also pure tin bumping are presented together with comparison of the advantages and disadvantages. The general advantages of replacement of stencil printing by electrolytic deposition of solder bumps are shown and in particular the improvement of bump reliability and the potential to significantly decrease costs by yield improvement.

scholarly journals Computer Programming and Agricultural Economists—Bridging the Gap

1976 ◽  
Vol 8 (1) ◽  
pp. 193-197
Author(s):  
Marilyn G. Kletke ◽  
Darrel D. Kletke
Keyword(s):  
Computer Programming ◽  
Agricultural Economics ◽  
State University ◽  
Oklahoma State University ◽  
Paper Briefly ◽  
Ongoing Research ◽  
Advantages And Disadvantages ◽  
Economics Department ◽  
Computer Programmer

Most ongoing research in the agricultural economics department at Oklahoma State University uses the computer at some time during its development. This is also true nationwide. It has become apparent that efforts need to be made to improve communications between economist and computer. This paper briefly presents alternatives available to the economist and advantages and disadvantages associated with each. Based on experiences of the agricultural economics department at Oklahoma State University, a method for improving communication between economist and computer programmer will be developed.

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