Industry/University Collaboration at the University of Michigan-Dearborn: A Focus on Relevant Technology

https://deepblue.lib.umich.edu/bitstream/2027.42/154105/1/kampfner1997.pd

Evaluating a virtual learning environment in the context of its community of practice

The evaluation of virtual learning environments (VLEs) and similar applications has, to date, largely consisted of checklists of system features, phenomenological studies or measures of specific forms of educational efficacy. Although these approaches offer some value, they are unable to capture the complex and holistic nature of a group of individuals using a common system to support the wide range of activities that make up a course or programme of study over time. This paper employs Wenger's theories of 'communities of practice' to provide a formal structure for looking at how a VLE supports a pre-existing course community. Wenger proposes a Learning Architecture Framework for a learning community of practice, which the authors have taken to provide an evaluation framework. This approach is complementary to both the holistic and complex natures of course environments, in that particular VLE affordances are less important than the activities of the course community in respect of the system. Thus, the VLE's efficacy in its context of use is the prime area of investigation rather than a reductionist analysis of its tools and components. An example of this approach in use is presented, evaluating the VLE that supports the undergraduate medical course at the University of Edinburgh. The paper provides a theoretical grounding, derives an evaluation instrument, analyses the efficacy and validity of the instrument in practice and draws conclusions as to how and where it may best be used

SciTech News Volume 71, No. 1 (2017)

Columns and Reports From the Editor 3 Division News Science-Technology Division 5 Chemistry Division 8 Engineering Division Aerospace Section of the Engineering Division 9 Architecture, Building Engineering, Construction and Design Section of the Engineering Division 11 Reviews Sci-Tech Book News Reviews 12 Advertisements IEEE

Designing Broadband over Power Lines Networks Using the Techno-Economic Pedagogical (TEP) Method – Part II: Overhead Low-Voltage and Medium-Voltage Channels and Their Modal Transmission Characteristics

Based on the techno-economic pedagogical (TEP) method proposed in [1] that is suitable for designing Broadband over Power Lines (BPL) networks in transmission and distribution power grids, this paper examines the broadband potential of overhead low-voltage/broadband over power lines (LV/BPL) and medium-voltage/broadband over power lines (MV/BPL) networks.In this paper, on the basis of the set of linear simplifications and techno-economic metrics already presented in [1], TEP method demonstrates to undergraduate electrical and computer engineering (ECE) students the behavior of overhead LV/BPL and MV/BPL networks in terms of their modal transmission characteristics when different overhead LV/BPL and MV/BPL topologies occur.The contribution of this paper is four-fold. First, the factors influencing modal transmission characteristics of overhead LV/BPL and MV/BPL networks are investigated with regard to their spectral behavior and end-to-end channel attenuation. Second, the impact of the multiplicity of branches at the same junction is first examined. In the light of cascaded two-way power dividers, TEP method is extended so as to cope with more complex BPL topologies offering a new simplified and accurate circuital approximation. Third, apart from the broadband transmission characteristics of the entire overhead distribution power grid, a consequence of the application of TEP method is that it helps towards the intraoperability/interoperability of overhead LV/BPL and MV/BPL systems under a common PHY framework in the concept of a unified distribution smart grid (SG) power network. Fourth, TEP method can be demonstrated to undergraduate ECE students as case study in order to stimulate their interest for Microwave Engineering and Circuit/System Engineering courses. Citation: Lazaropoulos, A. (2015). Designing Broadband over Power Lines Networks Using the Techno-Economic Pedagogical (TEP) Method – Part II: Overhead Low-Voltage and Medium-Voltage Channels and Their Modal Transmission Characteristics. Trends In Renewable Energy, 1(2), 59-86. doi:10.17737/tre.2015.1.2.00

Multimodality of AI for Education: Towards Artificial General Intelligence

This paper presents a comprehensive examination of how multimodal artificial intelligence (AI) approaches are paving the way towards the realization of Artificial General Intelligence (AGI) in educational contexts. It scrutinizes the evolution and integration of AI in educational systems, emphasizing the crucial role of multimodality, which encompasses auditory, visual, kinesthetic, and linguistic modes of learning. This research delves deeply into the key facets of AGI, including cognitive frameworks, advanced knowledge representation, adaptive learning mechanisms, strategic planning, sophisticated language processing, and the integration of diverse multimodal data sources. It critically assesses AGI's transformative potential in reshaping educational paradigms, focusing on enhancing teaching and learning effectiveness, filling gaps in existing methodologies, and addressing ethical considerations and responsible usage of AGI in educational settings. The paper also discusses the implications of multimodal AI's role in education, offering insights into future directions and challenges in AGI development. This exploration aims to provide a nuanced understanding of the intersection between AI, multimodality, and education, setting a foundation for future research and development in AGI

ME-EM 2020-21 Annual Report

Table of Contents Responsive Research Alumni Impact Innovative Enterprises Enrollment & Degrees Graduates Department Donors Contracts & Grants Patents & Publicationshttps://digitalcommons.mtu.edu/mechanical-annualreports/1016/thumbnail.jp

Proceedings of the Salford Postgraduate Annual Research Conference (SPARC) 2011

These proceedings bring together a selection of papers from the 2011 Salford Postgraduate Annual Research Conference(SPARC). It includes papers from PhD students in the arts and social sciences, business, computing, science and engineering, education, environment, built environment and health sciences. Contributions from Salford researchers are published here alongside papers from students at the Universities of Anglia Ruskin, Birmingham City, Chester,De Montfort, Exeter, Leeds, Liverpool, Liverpool John Moores and Manchester

Artificial Intelligence-Enabled Intelligent Assistant for Personalized and Adaptive Learning in Higher Education

This paper presents a novel framework, Artificial Intelligence-Enabled Intelligent Assistant (AIIA), for personalized and adaptive learning in higher education. The AIIA system leverages advanced AI and Natural Language Processing (NLP) techniques to create an interactive and engaging learning platform. This platform is engineered to reduce cognitive load on learners by providing easy access to information, facilitating knowledge assessment, and delivering personalized learning support tailored to individual needs and learning styles. The AIIA's capabilities include understanding and responding to student inquiries, generating quizzes and flashcards, and offering personalized learning pathways. The research findings have the potential to significantly impact the design, implementation, and evaluation of AI-enabled Virtual Teaching Assistants (VTAs) in higher education, informing the development of innovative educational tools that can enhance student learning outcomes, engagement, and satisfaction. The paper presents the methodology, system architecture, intelligent services, and integration with Learning Management Systems (LMSs) while discussing the challenges, limitations, and future directions for the development of AI-enabled intelligent assistants in education.Comment: 29 pages, 10 figures, 9659 word