A Web-Based Distributed Virtual Educational Laboratory

Evolution and cost of measurement equipment, continuous training, and distance learning make it difficult to provide a complete set of updated workbenches to every student. For a preliminary familiarization and experimentation with instrumentation and measurement procedures, the use of virtual equipment is often considered more than sufficient from the didactic point of view, while the hands-on approach with real instrumentation and measurement systems still remains necessary to complete and refine the student's practical expertise. Creation and distribution of workbenches in networked computer laboratories therefore becomes attractive and convenient. This paper describes specification and design of a geographically distributed system based on commercially standard components

The adoption of open sources within higher education in Europe : a dissemination case study

For some time now, the open-source (OS) phenomenon has been making its presence felt; disrupting the economics of the software industry and, by proxy, the business of education. A combination of the financial pressure Higher Education Institutions (HEIs) find themselves under and the increasing focus on the use of technology to enhance students' learning have encouraged many HEIs to look towards alternative approaches to teaching and learning. Meanwhile, the "OS" has challenged assumptions about how intellectual products are created and protected and has greatly increased the quantity and arguably the quality of educational technologies available to HEIs

Developing High Performance Computing Resources for Teaching Cluster and Grid Computing courses

High-Performance Computing (HPC) and the ability to process large amounts of data are of paramount importance for UK business and economy as outlined by Rt Hon David Willetts MP at the HPC and Big Data conference in February 2014. However there is a shortage of skills and available training in HPC to prepare and expand the workforce for the HPC and Big Data research and development. Currently, HPC skills are acquired mainly by students and staff taking part in HPC-related research projects, MSc courses, and at the dedicated training centres such as Edinburgh University’s EPCC. There are few UK universities teaching the HPC, Clusters and Grid Computing courses at the undergraduate level. To address the issue of skills shortages in the HPC it is essential to provide teaching and training as part of both postgraduate and undergraduate courses. The design and development of such courses is challenging since the technologies and software in the fields of large scale distributed systems such as Cluster, Cloud and Grid computing are undergoing continuous change. The students completing the HPC courses should be proficient in these evolving technologies and equipped with practical and theoretical skills for future jobs in this fast developing area. In this paper we present our experience in developing the HPC, Cluster and Grid modules including a review of existing HPC courses offered at the UK universities. The topics covered in the modules are described, as well as the coursework projects based on practical laboratory work. We conclude with an evaluation based on our experience over the last ten years in developing and delivering the HPC modules on the undergraduate courses, with suggestions for future work

Adapting e-learning and learning services for people with disabilities

Providing learning materials and support services that are adapted to the needs of individuals has the potential to enable learners to obtain maximal benefit from university level studies. This paper describes EU4ALL project which has been exploring how to present customized learning materials and services for people with disabilities. A number of the technical components of the EU4ALL framework are described. This is followed with a brief description of prototype implementations. This is then followed by a discussion of a number of research directions that may enhance the adaptability, usability and accessibility of information and support systems can be used and consumed by a diverse user population

A comprehensive fractal approach in determination of the effective thermal conductivity of gas diffusion layers in polymer electrolyte membrane fuel cells

The challenges in the fuel cell industry is to produce the efficient thermal and water management for accurate determination of the effectiveness thermal conductivity of gas diffusion layers (GDL) used in polymer electrolyte membrane fuel cells (PEMFC‟s). This is one of the factors affecting the durability of a fuel cell and need to get a solution to minimize costs and optimize the use of electrodes and cells. The main objectives of this research focus on the capability of the fractal approach for estimation the effectiveness of thermal conductivity of gas diffusion layer. Moreover, on this research also to propose modified fractal equations in determination of the effective thermal conductivity of GDL in PEMFCs based on previous study. Other objectives in this study are demonstrated the thermal conductivity of GDL treated with PTFE contents by using through-plane thermal conductivity experiment method. The through-plane measurement (experiment method) has been used in estimating through-plane thermal conductivity of the GDL. Thermal resistance for GDL also has been investigated under compression pressure 0.1 MPa until 1.0 MPa. In fractal equation, the determination of tortuous and pore fractal dimension can be done by using Scanning Electron Microscopy (SEM) method. Determination of effectiveness thermal conductivity using of fractal equation with slightly modified. In findings, it was found that fractal equation have been modified and measured on the GDL parameter characteristics. It was shown that the value of the effectiveness thermal conductivity of the sample using fractal approach is in good agreement with the experimental value. Finally, all the effective thermal conductivity measured by experimental and fractal approach have been determined with the variant temperature and compression pressure to show the validation result between of this two methods

High-Performance Cloud Computing: A View of Scientific Applications

Scientific computing often requires the availability of a massive number of computers for performing large scale experiments. Traditionally, these needs have been addressed by using high-performance computing solutions and installed facilities such as clusters and super computers, which are difficult to setup, maintain, and operate. Cloud computing provides scientists with a completely new model of utilizing the computing infrastructure. Compute resources, storage resources, as well as applications, can be dynamically provisioned (and integrated within the existing infrastructure) on a pay per use basis. These resources can be released when they are no more needed. Such services are often offered within the context of a Service Level Agreement (SLA), which ensure the desired Quality of Service (QoS). Aneka, an enterprise Cloud computing solution, harnesses the power of compute resources by relying on private and public Clouds and delivers to users the desired QoS. Its flexible and service based infrastructure supports multiple programming paradigms that make Aneka address a variety of different scenarios: from finance applications to computational science. As examples of scientific computing in the Cloud, we present a preliminary case study on using Aneka for the classification of gene expression data and the execution of fMRI brain imaging workflow.Comment: 13 pages, 9 figures, conference pape

Managing evolution and change in web-based teaching and learning environments

The state of the art in information technology and educational technologies is evolving constantly. Courses taught are subject to constant change from organisational and subject-specific reasons. Evolution and change affect educators and developers of computer-based teaching and learning environments alike – both often being unprepared to respond effectively. A large number of educational systems are designed and developed without change and evolution in mind. We will present our approach to the design and maintenance of these systems in rapidly evolving environments and illustrate the consequences of evolution and change for these systems and for the educators and developers responsible for their implementation and deployment. We discuss various factors of change, illustrated by a Web-based virtual course, with the objective of raising an awareness of this issue of evolution and change in computer-supported teaching and learning environments. This discussion leads towards the establishment of a development and management framework for teaching and learning systems

Emerging cad and bim trends in the aec education: An analysis from students\u27 perspective

As the construction industry is moving towards collaborative design and construction practices globally, training the architecture, engineering, and construction (AEC) students professionally related to CAD and BIM became a necessity rather than an option. The advancement in the industry has led to collaborative modelling environments, such as building information modelling (BIM), as an alternative to computer-aided design (CAD) drafting. Educators have shown interest in integrating BIM into the AEC curriculum, where teaching CAD and BIM simultaneously became a challenge due to the differences of two systems. One of the major challenges was to find the appropriate teaching techniques, as educators were unaware of the AEC students’ learning path in CAD and BIM. In order to make sure students learn and benefit from both CAD and BIM, the learning path should be revealed from students’ perspective. This paper summarizes the background and differences of CAD and BIM education, and how the transition from CAD to BIM can be achieved for collaborative working practices. The analysis was performed on freshman and junior level courses to learn the perception of students about CAD and BIM education. A dual-track survey was used to collect responses from AEC students in four consecutive years. The results showed that students prefer BIM to CAD in terms of the friendliness of the user-interface, help functions, and self-detection of mistakes. The survey also revealed that most of the students believed in the need for a BIM specialty course with Construction Management (CM), Structure, and Mechanical-Electrical-Plumbing (MEP) areas. The benefits and challenges of both CAD and BIM-based software from students’ perspectives helps to improve the learning outcomes of CAD/BIM courses to better help students in their learning process, and works as a guideline for educators on how to design and teach CAD/BIM courses simultaneously by considering the learning process and perspectives of students. © 2018 The autho

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Teaching and Learning Materials and the Internet by Ian Forsyth, London: Kogan Page, 1996. ISBN: 0–7494‐ 20596. 181 pages, paperback. £18.99