Learning-based ship design optimization approach

With the development of computer applications in ship design, optimization, as a powerful approach, has been widely used in the design and analysis process. However, the running time, which often varies from several weeks to months in the current computing environment, has been a bottleneck problem for optimization applications, particularly in the structural design of ships. To speed up the optimization process and adjust the complex design environment, ship designers usually rely on their personal experience to assist the design work. However, traditional experience, which largely depends on the designer’s personal skills, often makes the design quality very sensitive to the experience and decreases the robustness of the final design. This paper proposes a new machine-learning-based ship design optimization approach, which uses machine learning as an effective tool to give direction to optimization and improves the adaptability of optimization to the dynamic design environment. The natural human learning process is introduced into the optimization procedure to improve the efficiency of the algorithm. Q-learning, as an approach of reinforcement learning, is utilized to realize the learning function in the optimization process. The multi-objective particle swarm optimization method, multiagent system, and CAE software are used to build an integrated optimization system. A bulk carrier structural design optimization was performed as a case study to evaluate the suitability of this method for real-world application

Facilitating social constructivist learning environments for product design Students using social software (Web2) and wireless mobile device.

It is well understood and has been well documented that there is much to gain by using social software in creating collaborative learning communities. However little is known about using a context independent interactive collaborative environment with an emphasis upon sharing, ease of use, customization and personal publishing (MobileWeb2). This paper describes an innovative and integrated MobileWeb2 technology in a product design live project setting, that assists product designers to solve a real problem to serve a real client. Students and teaching staff use a smartphone to capture design decisions and prototypes and collate and share these via an online eportfolio. From the data collected from staff/students surveys it was found that this method provided a stimulating collaborative environment that develops personal skill to bring out their latent creativity in such a way that these will become part of their project. Opportunities for mobile web2 product design projects are outlined. The logistics of providing access to appropriate hardware and software for all students are also discussed

Closing the gap between business undergraduate education and the organisational environment: A Chilean case study applying experiential learning theory

In response to the continuous changes in Latin American higher education and the increasing demands for better prepared professionals, the Learning Connected to the Organisational Environment method was introduced in the course of Marketing at one public University in Chile. This was aimed as an integrated approach to education, providing pedagogical and social value by connecting organisations and real challenges with the learning objectives. This paper describes its design, implementation and initial impact on students’ learning process. Results on the impact of the LCOE method show that students valued learning with this new initiative (n = 158) and showed higher performance and improved quality of their written reports, along with higher evaluations of the teaching staff compared to students in the same course learning with traditional methods (n = 158). Discussion is centred on the value of this initiative and on suggestions for transference and future research

High-resolution SAR images for fire susceptibility estimation in urban forestry

We present an adaptive system for the automatic assessment of both physical and anthropic fire impact factors on periurban forestries. The aim is to provide an integrated methodology exploiting a complex data structure built upon a multi resolution grid gathering historical land exploitation and meteorological data, records of human habits together with suitably segmented and interpreted high resolution X-SAR images, and several other information sources. The contribution of the model and its novelty rely mainly on the definition of a learning schema lifting different factors and aspects of fire causes, including physical, social and behavioural ones, to the design of a fire susceptibility map, of a specific urban forestry. The outcome is an integrated geospatial database providing an infrastructure that merges cartography, heterogeneous data and complex analysis, in so establishing a digital environment where users and tools are interactively connected in an efficient and flexible way

Applying Universal Design for Learning (UDL) Principles for Building Intentional Student-Faculty Relationships in an Online Graduate Program

Student engagement in learning and relationship building among faculty and students can be challenging in an online learning environment. Relatedness and positive engagement with other students and faculty foster positive learning outcomes. The intentional application of the Universal Design for Learning (UDL) engagement guidelines and checkpoints (CAST, 2018) with Chickering and Gamson’s (1999) Seven Principles for Good Practice accommodates learner variability and promotes relationship-building experiences. In an online M.Ed. program, key elements and strategies of the UDL engagement guidelines and the Seven Principles are integrated in curriculum, teaching methods, and learning activities. Implications for practice related to the application of these relationship-building strategies and instructional design principles are discussed

OPTIMALISASI PENDIDIKAN KARAKTER MELALUI PENERAPAN ENVIRONMENT PROJECT-BASED LEARNING TERINTEGRASI MEDIA AUDIO VISUAL

Environment project-based learning integrated audio-visual media is a learning method that involves students in projects related to the surrounding environment.The purpose of this study is to determine the effect ofenvironment project-based learning integrated audio-visual media on student discipline. This study uses a quantitative method with the type of experimental research using design preexperimental design, that isthe one group pretest posttest design. The population of this research was class VIIIA students of SMPIT Insan Kamil, which consisted of 20 students. The sampling technique used is saturated sampling. The data collection method was carried out using a non-test in the form of a questionnaire sheet. Hypothesis testing was carried out using a nonparametric test using the Wilcoxon formula. The results showed that there was an influence from the Environment project-based learning model that was integrated with audio-visual media on student discipline which could be seen from the posttest score which was higher than the pretest score for discipline. AbstrakEnvironment project-based learning terintegrasi media audio visual merupakan metode pembelajaran yang melibatkan siswa dalam proyek yang berhubungan dengan lingkungan sekitar. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh dari environment project-based learning terintegrasi media audio visual terhadap kedisiplinan siswa. Penelitian ini menggunakan metode kuantitatif dengan tipe penelitian eksperimen menggunakan desain preexperimental design, yaitu the one group pretest posttest design. Populasi penelitian ini adalah siswa kelas VIIIA SMPIT Insan Kamil yang berjumlah 20 siswa. Teknik sampling yang digunakan adalah sampling jenuh. Metode pengumpulan data dilakukan menggunakan nontes berupa lembar angket. Uji hipotesis dilakukan menggunakan uji nonparametrik dengan menggunakan formula Wilcoxon. Hasil penelitian menunjukkan adanya pengaruh dari model Environment project-based learning yang terintegrasi dengan media audio visual terhadap kedisiplinan siswa yang dapat dilihat dari nilai posttest yang lebih tinggi daripada nilai pretest sikap disiplin

Developing Instructional Processes for Competency Based Learning of Integrated Science at Junior Secondary School in Kenya

Curriculum reforms world over indicate an overwhelming acceptance of Competency Based Learning in basic education. The curriculum reform in Kenya from the content based learning in the 8-4-4 system of education to Competency Based Curriculum (CBC) entails a paradigm shift in pedagogical approaches from content-based approaches to learner-based approaches. Competence-based learning approach is an integrated and holistic understanding of what we want the young people to learn, be able to do, and to become. This is demonstrated in competencies developed by learners. Such a change in the curriculum require that teachers be adequately trained and supported for its successful implementation. It is however notable that as the first CBC class enters junior secondary school level at Grade 7, many teachers are not adequately prepared for competence-based teaching/learning. This situation informs the need to develop a guide that can be used to assist teachers in implementing competence-based learning. This paper therefore seeks to answer the question ‘How should teachers design competence-based learning of Integrated Science for junior secondary school?’. Research work has been done over time to unveil the best processes that help learners acquire competencies in learning. This paper consolidates from literature views on the best practices that help teachers implement heuristic teaching strategies required in the competence-based learning of integrated science.  An elaboration on the importance of teacher preparedness for competence-based learning of science at junior secondary school is discussed. The teacher is then guided through designing appropriate competence-based learning environment which involves: (i) Adequate understanding of integrated science curriculum design and competence-based teaching and learning situation; (ii) Creating the learning environment and preparation of resources; (iii) Planning for competence-based learning; (iv) an understanding different heuristic teaching strategies, approaches and methods; (v) Appropriate interaction with learners and (vi) Appropriate assessment of learning. The paper consolidates the characteristics of approaches and methods of teaching science in competence-based learning with a focus on their application by the teacher in a face-to-face classroom situation. Keywords:Competence-Based Learning, Developing Competency, Heuristic Teaching Methods, Junior Secondary School, Integrated Science Learning, Teacher Preparedness for Competency Based Curriculum. DOI: 10.7176/JEP/13-35-02 Publication date: December 31st 202

Multisensory design elements in stimulating learning environment for Dyslexic children

This research aims to investigate multisensory design for stimulating learning environment for children with learning disabilities. Nowadays, there are many learning facilities like Dyslexia centres and schools exist in Malaysia due to increasing pattern of children with the symptoms. Regardless of the situation and arising numbers of existing Dyslexia centres, no standard guidelines to follow for classroom setting of the facilities in establishing the multisensory learning environment for the dyslexic children. Providing the correct support through a proper learning environment setting is very important as the condition is curable. However, an inappropriate corrective method would cause to delay of improvement or worse, affecting their social development which is important for their future. Therefore, understanding multisensory design elements are essential to all Dyslexia centres and schools in creating a stimulating environment for the children. The objectives of this research are to identify and determine the multisensory design elements for the interior spaces of Dyslexia centres and schools. Also, to assess the condition of the existing Dyslexia centres and schools in relation to the multisensory elements in stimulating learning environment for the dyslexic children. Direct non-participant observation was adopted for data collection method while analysis was done based on the availability of multisensory elements in the selected Dyslexia centres and schools. The research found that there are four (4) multisensory design elements that are important for stimulating and engaging learning environment for dyslexic children, which are; visual elements, auditory elements, tactile elements and kinesthetic elements. These integrated learning elements are essential and practical, particularly for dyslexic children. The research also found that most of the visited facilities are not providing sufficient learning standards that stimulate the learning environment for dyslexic students. Most of the facilities did not provide the principle elements of psychology in design which is the most crucial elements of the learning process. Upon the identified multisensory design elements, further and broader scale of research is recommended to establish a design guideline or standard requirements in designing Dyslexia centres and schools in Malaysia

Integrated and Modular Didactic and Methodological Concept for a Learning Factory

AbstractAs today manufacturing is not only subject to a single factory, but a network of globally distributed production sites, the goal-oriented encouragement of professional capacities is the motivation for the Learning Factory on Global Production (LGP). In this context, the design of a competency-based and action-oriented didactic and methodological concept is a prerequisite for sustainable learning results and for the development of self-determined problem solving skills. The presented paper gives an overview to the didactic and methodological design approach of the LGP. The integrated modular concept of e-learning and application in the learning factory environment supports self-directed learning and implemented by structuring the teaching/ learning process according to the model of complete action