scholarly journals Battlespace Next(TM)

2020 ◽  
Vol 7 (2) ◽  
pp. 49-70
Author(s):  
Nathaniel Flack ◽  
Alan Lin ◽  
Gilbert Peterson ◽  
Mark Reith
Keyword(s):  
Cultural Change ◽  
Learning Experience ◽  
Card Game ◽  
Military Leaders ◽  
Technological Complexity ◽  
New Concepts ◽  
Hands On ◽  
Hands On Learning ◽  
And Control ◽  
And Training

Changes in the geopolitical landscape and increasing technological complexity have prompted the U.S. Military to coin the terms Multi-Domain Operations (MDO) and Joint All-Domain Command and Control (JADC2) as over-arching strategy to frame the complexity of warfare across both traditional and emerging warfighting domains. Teaching new concepts associated with these terms requires both innovation as well as distinct education and training tools in order to realize the cultural change advocated by senior military leaders. Battlespace NextTM (BSN) is a serious game designed to teach concepts integral to MDO and initiate discussion on military strategy while conserving time, money, and manpower. BSN, a Collectable Card Game (CCG), is engineered to provide an engaging learning tool that educates on capabilities in a multi-domain conflict. This paper proposes an extensible game framework for modeling and reasoning about MDO concepts and presents our empirical feedback from over 120 military play testers evaluating a moderate to difficult version of the game. Results reveal the game teaches MDO concepts and delivers an engaging, hands-on learning experience. Specifically, we provide evidence it improved military readiness in seven areas of MDO in at least 62% of participants and 76% of respondents reported they enjoyed playing the game.

Structure and Delivery for Mobile Learning Experiences

2020 ◽  
Vol 10 (1) ◽  
pp. 15-33 ◽  
Author(s):  
Hugh Kellam
Keyword(s):  
Mobile Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Design Stage ◽  
Learning Context ◽  
Effective Feedback ◽  
Hands On ◽  
Hands On Learning ◽  
Informal Structure ◽  
And Control

The purpose of this article was to identify, implement, and evaluate the effectiveness of best practices from the mobile learning literature for the structure and delivery of mobile learning. Mobile learning activities were deployed in a videoconference equipment training course which was accessed by physicians, nurses, and healthcare professionals at medical organizations across Ontario. With regards to mobile learning delivery, user flexibility and control were identified as critical when utilizing a mobile learning experience to apply knowledge in a specific learning context. Avatar hosts were also identified as effective feedback and guidance mechanisms. The informal structure of mobile learning proved to be ideal for contextual, hands-on learning of specific workplace skills, supported by the baseline and summative knowledge provided by the online learning course. This study found that the structure and delivery of mobile learning must be considered during the instructional design stage in order to provide practical learning experiences and reliable learning outcomes.

Applying Kolb’s Model to a Nontraditional Preservice Teaching Practicum

2017 ◽  
Vol 40 (3) ◽  
pp. 249-263 ◽  
Author(s):  
Amy Burns ◽  
Patricia Danyluk
Keyword(s):  
Preservice Teachers ◽  
Abstract Concepts ◽  
Multiple Sources ◽  
Teaching Practicum ◽  
Preservice Teaching ◽  
New Concepts ◽  
Concrete Experience ◽  
Hands On ◽  
Bachelor Of Education ◽  
Hands On Learning

This article reports on the initial findings of an ongoing study that will see six preservice teachers placed in a nontraditional practicum placement as part of their bachelor of education program. Reported here is the examination of emergent professionalism of the initial two preservice teachers during their nontraditional practicum placement on a housing construction site. Emergent professionalism is enacted when teachers shift their concerns from self to other, as described by Fuller. The findings are then examined from the perspective of Kolb’s experiential learning model, including the concrete experience, observation of and reflection on that experience, formation of abstract concepts based upon the reflection, and testing of the new concepts. As a result of this analysis, new insights are shared regarding the ways in which preservice teachers develop their emergent professionalism through examination of the environment, multiple sources of feedback, interdisciplinary lessons, and a hands-on learning environment.

scholarly journals TEACHING THE FUNDAMENTALS OF CIVIL ENGINEERING MATERIALS THROUGH EXPERIENTIAL LEARNING

2017 ◽  
Author(s):  
Joshua Woods ◽  
Natalie Mazur ◽  
John Gales
Keyword(s):  
Experiential Learning ◽  
Environmental Sustainability ◽  
Civil Engineering ◽  
Experimental Testing ◽  
Learning Experience ◽  
Reinforced Concrete Beam ◽  
Learning Activity ◽  
Hands On ◽  
Hands On Learning ◽  
Engineering Materials

This study presents an overview of a civil engineering materials course curriculum at Carleton University developed by the authors. The curriculum aims to move away from traditional civil engineering materials courses, which focus heavily on concepts related to material science, and instead concentrate on concepts that are more relevant to today’s practicing civil engineers. The rationale, application, and analysis of the integration of these concepts through an advanced application of case-based and experiential learning is discussed. Central to this new course curriculum is a hands-on experiential learning activity on the construction and experimental testing of reinforced concrete beam specimens in lab sections of approximately 25 students. The goal of the lab is to provide students with a hands-on learning experience and use this as a tool to cover advanced topics related to civil engineering; for example, environmental sustainability and resilience. The assessment of the students’ understanding of the concepts taught in class were performed through the use of an anonymous questionnaire distributed at the end of the course and through traditional examination and assignments. Results of the survey were compared between classes who engaged in the advanced experiential learning laboratory and those who did not. The results demonstrate that after introducing experiential learning into the course curriculum, students were more likely to form an educated opinion on the potential sustainability of a material. Experiential learning is shown to be a valuable tool for engineering education that, when used efficiently, can seamlessly incorporate newly emerging engineering concepts to ensure that graduating students are equipped with the knowledge and tools they require to be competitive in the job market. The relation of the course to contemporary accreditation of Graduate attributes is discussed at length along with critical information regarding the effectiveness of balancing student engagement in STEM subjects.

scholarly journals Re-orientation of Science and Mathematics Teachers Instructional Strategies for Information Communication Technology Integration

2015 ◽  
Vol 7 (3) ◽  
pp. 1338-1346
Author(s):  
Rose Atieno Mutende
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Information Communication ◽  
Qualitative Research Design ◽  
Hands On ◽  
Hands On Learning ◽  
Service Training ◽  
Ict Infrastructure ◽  
And Mathematics ◽  
Science And Mathematics Teachers

This article reports on a study which explored teachers re-conceptualization and re-orientation process during their in-service training for ICT-pedagogy integration in teaching and learning. The qualitative research design was used for the study. It was found that there was a limited ICT infrastructure as well as inadequate technological access and reliability, the participating teachers were engaged in authentic hands-on learning experience and that the teachers engagement in the learning activities demonstrated they had not developed expertise in ICT usage for teaching and learning. It was therefore recommended that opportunities to acquire professional ICT integration skills for both teachers and trainers be expanded. 

Designing and 3D Printing Lab Equipment for Mechanical Vibrations Course and Laboratory: Work in Progress

2021 ◽  
Author(s):  
Josh Lewis ◽  
Benjamin Estrada ◽  
Paul Pena ◽  
Martin Garcia ◽  
Ayse Tekes
Keyword(s):  
Engineering Students ◽  
Control Laboratory ◽  
Design Development ◽  
Mechanical Vibrations ◽  
Hands On ◽  
Hands On Learning ◽  
3D Printed ◽  
Support Mechanisms ◽  
Salient Factor ◽  
And Control

Abstract Undergraduate mechanical engineering students struggle in comprehending the fundamentals presented in an introductory level mechanical vibrations course which eventually affects their performance in the posterior courses such as control theory. One salient factor to this is missing the visualization of the concept with hands-on learning since the vibrations and control laboratory course is offered in the following semester. This study presents the design, development of three portable and 3D-printed compliant vibratory mechanisms actuated by a linear motor and their implementation in vibrations course and vibrations and control laboratory. The proposed setups consist of flexible and compliant springs, sliders, and base support. Mechanisms are utilized to demonstrate free and forced vibrations, resonation, and design of a passive isolator. In addition to the 3D-printed, portable lab equipment, we created the Matlab Simscape GUI program of each setup so instructors can demonstrate the fundamentals in the classroom, assign homework, project, in-class activity or design laboratory.

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