A Teaching Module: Corporate Advocacy

Manufacturing system design is a complex engineering field that requires cooperated and aggregated multiple-disciplinary theoretical and practical support. Thereby, the concepts and topics in manufacturing system design courses are not easy to grasp by students. Advances in virtual reality (VR) technology present a new opportunity that can provide the implementation of complex engineering theory from industrial real-life practice in a virtual 3D model. The authors developed a unique queuing theory VR teaching module that can be used in a manufacturing system design course. The module uses Oculus Rift headset, Oculus Touch, and unity 3D software package. The efficacy of this VR teaching module is measured through simulation sickness, system usability, and user experience tools. The statistical analysis shows that VR teaching module is a user-friendly and efficient tool for delivering queueing theory. Approximately 91.7% of the participants experienced below moderate level simulation sickness and none of them withdrew from the study; 91.67% had “above average” satisfaction in terms of system usability. The average user experience was found to be 3.625 out 6. The results also show that the system usability has impact on students' knowledge gain but not motivation, while user experience can affect student's knowledge gain and motivation. VR teaching module outperforms the traditional teaching module in terms of knowledge gain and motivation. Overall, the findings of the study confirm the efficacy of VR technology in teaching queuing theory.

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VALIDITAS BAHAN AJAR FISIKA SISWA SMA/MA BERBASIS CONCEPTUAL CHANGE

JURNAL EDUCATION AND DEVELOPMENT ◽

10.37081/ed.v7i3.1169 ◽

2019 ◽

Vol 7 (3) ◽

pp. 75

Author(s):

Febriani Hastini Nasution ◽

Dedes Asriani Siregar

Keyword(s):

Construct Validity ◽

Conceptual Change ◽

Content Validity ◽

Analysis Data ◽

Teaching Module ◽

Average Value ◽

Conflicting Evidence

This article was contained about analyzing the validity of students’ teaching module based on conceptual change. Students’ teaching module based on conceptual change was the module which is arranged based on the indicator of conceptual change, they are elicit and confirm current ideas, exposure to conflicting evidence, construct new explanation, apply and evaluate new explanation, and the last is review change in ideas and explanations. This module was validated by three validators. There were four components which was validated, they were about content validity which is consist of the components of module and the appropriateness of module’s contents, construct validity, language validity, and the suitability with the learning used conceptual change. Based on analysis data obtained: The average value of validity of students’ teaching module by three validators was 91.11 was in very valid category. Furthermore, the value of each components were 94.90 in content validity, 90.97 in construct validity, 86.90 in language validity, and 91.67 in the suitability with the learning used conceptual change. Four of the components were in very valid category.

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A teaching module on a case of chronic pelvic pain

Pelviperineology ◽

10.34057/ppj.2021.40.02.2021-8-6 ◽

2021 ◽

Vol 40 (3) ◽

pp. 161-168

Author(s):

Menahem NEUMAN ◽

Akın SİVASLIOĞLU

Keyword(s):

Pelvic Pain ◽

Chronic Pelvic Pain ◽

Teaching Module

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Teaching module for one-dimensional, transient conduction

Computer Applications in Engineering Education ◽

10.1002/(sici)1099-0542(1998)6:1<41::aid-cae6>3.0.co;2-0 ◽

1998 ◽

Vol 6 (1) ◽

pp. 41-51 ◽

Cited By ~ 8

Author(s):

Robert J. Ribando ◽

Gerald W. O'Leary

Keyword(s):

One Dimensional ◽

Teaching Module ◽

Transient Conduction

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Developing a Research-Informed Teaching Module for Learning About Electrical Circuits at Lower Secondary School Level

K-12 STEM Education ◽

10.4018/978-1-5225-3832-5.ch001 ◽

2018 ◽

pp. 1-28

Author(s):

Keith S Taber ◽

Kenneth Ruthven ◽

Christine Howe ◽

Neil Mercer ◽

Fran Riga ◽

...

Keyword(s):

Secondary Students ◽

National Curriculum ◽

Good Practice ◽

School Level ◽

Transfer Of Knowledge ◽

Electrical Circuits ◽

Teaching Module ◽

Module Design ◽

Social Mediation ◽

Constructivist Perspective

This chapter discusses the design and development of a teaching module on electrical circuits for lower secondary students (11-14 year olds) studying in the context of the English National Curriculum. The module was developed as part of a project: “Effecting Principled Improvement in STEM Education” (epiSTEMe). The electricity module was designed according to general principles adopted across epiSTEMe, drawing upon research and recommendations of good practice offered in curriculum guidance and the advice offered by classroom practitioners who tested out activities in their own classrooms. The module design was informed by the constructivist perspective that each individual has to construct their own personal knowledge and so rejects notions that teaching can be understood as transfer of knowledge from a teacher or text to learners. However, the version of constructivism adopted acknowledged the central importance of social mediation of learning, both in terms of the role of a more experienced other (such as a teacher) in channeling and scaffolding the learning of students and the potential for peer mediation of learning through dialogue that requires learners to engage with enquiry processes and interrogate and critique their own understanding.

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