Technology Assisted Problem Solving Packages

2010 ◽  
pp. 69-90
Author(s):  
Manjit Singh Sidhu
Keyword(s):  
Problem Solving ◽  
Engineering Problem ◽  
Independent Learning ◽  
Human Tutor ◽  
Flexible Mode ◽  
Self Study ◽  
Engineering Problems ◽  
Course Material ◽  
The Subject ◽  
Correct Level

This is especially true in the domain of engineering where such technology needs much attention. Technology assisted problem solving (TAPS) packages are specialized computer programs developed to work as stand-alone (PC Based) or with Web servers that can supplement student learning; for revision, laboratory experiments, and self-study. In this book the term TAPS is used to represent interactive multimedia CAL in which the student is engaged with a computer tutor in the problem-solving task of the subject matter. TAPS packages offer similar pedagogic values as an experienced human tutor, with the added advantage of guiding students to solve engineering problems on a more flexible mode i.e. a student has the freedom of working on the problem at his/her own pace, repeat all or certain steps, spend more time at each or particular step until they are able to understand, and solve the problem. The objec-tive of these TAPS packages is to improve student’s understanding of the selected engineering problems by guiding and presenting the problem solving steps accordingly. The ultimate goal is to instill a sense of independent learning, encouraging critical thinking, and to promote deep learning. When tutoring a student on solving an engineering problem, a human tutor is expected to gauge the student’s background knowledge, deliver relevant course material at the correct level of detail, and clarify student’s misunderstandings. TAPS packages include the use of the computer to provide most aspects of instruction, which a classroom instructor could provide such as tutorials, questioning, feedback, contingent on answers, analysis and testing. The TAPS packages developed for this project has been customized to anticipate student needs, and have various interactive features built in to allow delivery control, navigation, and feedback More specifically, the packages are designed to assist the student in learning, visualizing, and problem solving in a step-by-step approach.

Usability Analysis of Freeform Marking on Engineering Problem Solving

2018 ◽  
Vol 62 (1) ◽  
pp. 354-358
Author(s):  
Bahar Memarian ◽  
Susan McCahan
Keyword(s):  
Problem Solving ◽  
Survey Data ◽  
Engineering Problem ◽  
Formative Feedback ◽  
First Year ◽  
Engineering Problems ◽  
Usability Analysis ◽  
Assessment Time ◽  
Group 2 ◽  
Group 1

Freeform comments as a means of providing formative feedback on engineering problems, from the perspective of feedback providers (i.e. assessors), is examined. The aim of this research is to collect and analyze assessors’ ratings on the usability of this type of task. Two course topics with different error loads in the sample solutions were used as the basis for the work. Assessors were divided into two groups: Group 1 received an evaluation package containing first year mechanics students’ test solutions with a high error load (Error1=32), while Group 2 received first year circuits students’ test solutions with low error load (Error2=11). Assessment time was held constant (ttot=20min). A standard instrument for usability was utilized. Analysis of the survey data from the assessors (n1=11, n2=19) revealed some significant differences between the two groups. In particular, Group 1 reported a lower degree of perceived consistency in marking relative to Group 2.

scholarly journals Use of technical computing systems in the context of engineering problems

2020 ◽  
Vol 7 (2) ◽  
pp. 84
Author(s):  
Carlos Llopis-Albert ◽  
Francisco Rubio ◽  
L.M. Valle-Falcones ◽  
C. Grima-Olmedo
Keyword(s):  
Problem Solving ◽  
Mechanical Systems ◽  
Positive Influence ◽  
Computing Systems ◽  
Teaching Innovation ◽  
Dynamic Mechanical ◽  
Ethical Commitment ◽  
Engineering Problems ◽  
Innovation Project ◽  
The Subject

<p>This paper presents a teaching innovation project based on applying technical computing systems as a resource to improve learning in the classroom and as a way of evaluating transversal competences (TC). By these means, students analyze complex kinematic and dynamic mechanical systems in the context of the subject Dynamics of Mechanical Systems of the Master’s Degree in Mechatronics Engineering at Universitat Politècnica de València (Spain). We have observed that the use of such tools improves the students learning on the contents of the subject, allows to acquire the transversal competence related to the analysis and problem solving, and enhances the ability to understand concepts intuitively. Furthermore, results clearly show a positive influence on the use of such tools for improving the professional and ethical commitment to the issues raised.</p>

scholarly journals Academic Problem-Solving and Students’ identities as engineers

2017 ◽  
Author(s):  
Mirka Koro-Ljungberg ◽  
Elliot Douglas ◽  
Nathan McNeill ◽  
David Therriault ◽  
Christine Lee ◽  
...  
Keyword(s):  
Problem Solving ◽  
Engineering Students ◽  
Engineering Problem ◽  
Social Worlds ◽  
Materials Engineering ◽  
Socially Constructed ◽  
Engineering Problems ◽  
Academic Problem ◽  
Problem Solvers ◽  
Engineering Problem Solving

Socially constructed identities and language practices influence the ways students perceive themselves as learners, problem solvers, and future professionals. While research has been conducted on individuals’ identity as engineers, less has been written about how the language used during engineering problem solving influences students’ perceptions and their construction of identities as learners and future engineers. This study investigated engineering students’ identities as reflected in their use of language and discourses while engaged in an engineering problem solving activity. We conducted interviews with eight engineering students at a large southeastern university about their approaches to open and closed-ended materials engineering problems. A modification of Gee’s analysis of language-in-use was used to analyze the interviews. We found that pedagogical and engineering problem solving uses of language were the most common. Participants were more likely to perceive themselves as students highlighting the practices, expectations, and language associated with being a student rather than as emerging engineers whose practices are affected by conditions of professional practice. We suggest that problem solving in an academic setting may not encourage students to consider alternative discourses related to industry, professionalism, or creativity; and, consequently, fail to promote connections to social worlds beyond the classroom. By learning about the ways in which language in particular settings produces identities and shapes problem solving practices, educators and engineering professionals can gain deeper understanding of how language shapes the ways students describe themselves as problem-solvers and make decisions about procedures and techniques to solve engineering problems.

Integrated Urban Water Systems (IUWS) - an international postgraduate course

2000 ◽  
Vol 41 (2) ◽  
pp. 67-74 ◽  
Author(s):  
W. Rauch ◽  
W. Schilling ◽  
P. Vanrolleghem ◽  
P. Krebs
Keyword(s):  
Problem Solving ◽  
Water Systems ◽  
Engineering Problem ◽  
Current Status ◽  
Urban Water ◽  
Comprehensive Overview ◽  
Urban Water Systems ◽  
The Subject ◽  
Engineering Problem Solving

In this paper we describe the background, the concept and the current status of an international postgraduate course on the subject of integrated urban water systems. The course aims to overcome the typical fragmentation of the engineering curricula in that field. Hence, the objective is to give a comprehensive overview on the total urban water and pollutant cycle, thus hoping to provide the students with a wider perspective on the problem. The course is structured into 22 modules that can also be taught in certain combinations. Emphasis is given to engineering problem solving and modeling.

Influence of Cognitive, Affective, and Conative Elements in Promoting Engineering Problem Solving Skills

2019 ◽  
Vol 11 (2) ◽  
Author(s):  
Norasyikin Omar ◽  
◽  
Mimi Mohaffyza Mohamad ◽  
Marina Ibrahim Mukhtar ◽  
Aini Nazura Paimin ◽  
...  
Keyword(s):  
Problem Solving ◽  
Engineering Problem ◽  
Problem Solving Skills ◽  
Engineering Problem Solving

The Implementation of Learning Materials Based on Local Wisdom of Agricultural in Binjai to Improve the Students Problem Solving Abilities

2019 ◽  
Author(s):  
Nur Tsalits Fahman Mughni
Keyword(s):  
Problem Solving ◽  
Control Group ◽  
School Grade ◽  
Teaching Materials ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
The Subject ◽  
And Control ◽  
Experimental Group

Teaching materials by integrating local culture makes easier for students to understand the subject matter in the learning process. The aims of the study is to measure the effectiveness of teaching materials based on local wisdom of agriculture in Binjai in improving the students problem solving abilities. The research method was a quasi experimental which use non equivalent control group in the pretest posttest design. The sample of study were students of Senior High School grade X in Binjai that consisted of experiment group which used teaching materials based on local wisdom of agriculture in Binjai and control group that used student handbooks. Teaching materials are tested by material experts and technology experts to ensure the quality of teaching materials. Data collection was conducted through test. The results showed that the teaching materials based on local wisdom of agriculture in Binjai effective in improving students problem solving abilities in the experimental group students based on the results of N gain value was 0.67 which has medium criteria. It means teaching materials based on agricultural local wisdom of agriculture in Binjai can be used as one of the teaching materials in learning activities.

Proses Berpikir Kreatif Siswa Tipe Linguistik dalamPemecahan Masalah Biologi

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Imelda Aisah Sarip ◽  
Kamid Kamid ◽  
Bambang Hariyadi
Keyword(s):  
Problem Solving ◽  
Data Collection ◽  
Creative Thinking ◽  
Research Data ◽  
Think Aloud ◽  
The Subject ◽  
Thinking Process ◽  
Problem Solving Process ◽  
The Given

The aim of this research is to describe creative thinking process of linguistic type student in biology problem solving. This research is conducted to linguistic intelligence type of subject at SMPN 6 Kota Jambi. SL the subject was selected based on the aim of the research. Data collection is conducted by interview and a modified think aloud method. Data is analyzed based on creative thinking process purposed by Polya.The result of this research shows that SL could find and arrange the given problems and collect data correctly and appropriately. The problem solving steps is done systematically to the end of problem solving process. The last steps problem solving, SL does checking while doing scratching to make sure that the written answers meet her need.

Model-Eliciting Activities: A Research-Based Method for Inquiry Learning and Professional Development in the Engineering Classroom

2008 ◽  
Author(s):  
Tamara J. Moore
Keyword(s):  
Complex Systems ◽  
Student Development ◽  
Engineering Problem ◽  
First Year ◽  
Foundation Engineering ◽  
Underrepresented Populations ◽  
Model Eliciting Activities ◽  
Engineering Problems ◽  
The Given ◽  
Mathematics And Science

Attracting students to engineering is a challenge. In addition, ABET requires that engineering graduates be able to work on multi-disciplinary teams and apply mathematics and science when solving engineering problems. One manner of integrating teamwork and engineering contexts in a first-year foundation engineering course is through the use of Model-Eliciting Activities (MEAs) — realistic, client-driven problems based on the models and modeling theoretical framework. A Model-Eliciting Activity (MEA) is a real-world client-driven problem. The solution of an MEA requires the use of one or more mathematical or engineering concepts that are unspecified by the problem — students must make new sense of their existing knowledge and understandings to formulate a generalizable mathematical model that can be used by the client to solve the given and similar problems. An MEA creates an environment in which skills beyond mathematical abilities are valued because the focus is not on the use of prescribed equations and algorithms but on the use of a broader spectrum of skills required for effective engineering problem-solving. Carefully constructed MEAs can begin to prepare students to communicate and work effectively in teams; to adopt and adapt conceptual tools; to construct, describe, and explain complex systems; and to cope with complex systems. MEAs provide a learning environment that is tailored to a more diverse population than typical engineering course experiences as they allow students with different backgrounds and values to emerge as talented, and that adapting these types of activities to engineering courses has the potential to go beyond “filling the gaps” to “opening doors” to women and underrepresented populations in engineering. Further, MEAs provide evidence of student development in regards to ABET standards. Through NSF-funded grants, multiple MEAs have been developed and implemented with a MSE-flavored nanotechnology theme. This paper will focus on the content, implementation, and student results of one of these MEAs.

An Invitation to Combinatorics

2021 ◽  
Author(s):  
Shahriar Shahriari
Keyword(s):  
Stirling Numbers ◽  
Exclusion Principle ◽  
Open Problems ◽  
Warm Up ◽  
Calculus Sequence ◽  
Award Winning ◽  
Self Study ◽  
Conversational Style ◽  
The Subject ◽  
Partitions Of Integers

Active student engagement is key to this classroom-tested combinatorics text, boasting 1200+ carefully designed problems, ten mini-projects, section warm-up problems, and chapter opening problems. The author – an award-winning teacher – writes in a conversational style, keeping the reader in mind on every page. Students will stay motivated through glimpses into current research trends and open problems as well as the history and global origins of the subject. All essential topics are covered, including Ramsey theory, enumerative combinatorics including Stirling numbers, partitions of integers, the inclusion-exclusion principle, generating functions, introductory graph theory, and partially ordered sets. Some significant results are presented as sets of guided problems, leading readers to discover them on their own. More than 140 problems have complete solutions and over 250 have hints in the back, making this book ideal for self-study. Ideal for a one semester upper undergraduate course, prerequisites include the calculus sequence and familiarity with proofs.

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