22,477 research outputs found

    Advances in Teaching & Learning Day Abstracts 2005

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    Proceedings of the Advances in Teaching & Learning Day Regional Conference held at The University of Texas Health Science Center at Houston in 2005

    When Failure Is Not an Option: Designing Competency-Based Pathways for Next Generation Learning

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    Proposes an online learning-assisted model in which students advance by demonstrating mastery of subjects based on clear, measurable objectives and meaningful assessments. Examines innovation drivers, challenges, and philanthropic opportunities

    Modeling & Simulation Education for the Acquisition and T&E Workforce: FY07 Deliverable Package

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    This report was prepared for CAPT Mike Lilienthal, PhD, CPE, and funded by ASN (RDA) CHENG and the Modeling and Simulation Coordination Office (MSCO).This technical report presents the deliverables for calendar year 2007 for the "Educating the Modeling and Simulation Workforce" project performed for the DoD Modeling and Simulation Steering Committee. It includes the results for spirals one and two. Spiral one is an analysis of the educational needs of the program manager, systems engineer, and test and evaluation workforces against a set of educational skill requirements developed by the project team. This is referred to as the 'learning matrix'. Spiral two is a set of module and course matrices, along with delivery options, that meets the educational needs indentified in spiral one. This is referred to as the 'learning architecture'. Supporting materials, such as case studies and a handbook, are included. These documents serve as the design framework for spirals three and four, to be completed in CY2008, and which involve the actual production and testing of the courses in the learning architecture and their longitudinal assessment. This report includes the creative work of a seven university consortium and a group of M&S stake-holders, together comprising over 60 personnel.ASN (RDA) CHENG and the Modeling and Simulation Coordination Office (MSCO).This report was prepared for CAPT Mike Lilienthal, PhD, CPE, and funded by ASN (RDA) CHENG and the Modeling and Simulation Coordination Office (MSCO)

    Load flow studies on stand alone microgrid system in Ranau, Sabah

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    This paper presents the power flow or load flow analysis of Ranau microgrid, a standalone microgrid in the district of Ranau,West Coast Division of Sabah. Power flow for IEEE 9 bus also performed and analyzed. Power flow is define as an important tool involving numerical analysis applied to power system. Power flow uses simplified notation such as one line diagram and per-unit system focusing on voltages, voltage angles, real power and reactive power. To achieved that purpose, this research is done by analyzing the power flow analysis and calculation of all the elements in the microgrid such as generators, buses, loads, transformers, transmission lines using the Power Factory DIGSilent 14 software to calculate the power flow. After the analysis and calculations, the results were analysed and compared

    Information Outlook, October 2003

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    Volume 7, Issue 10https://scholarworks.sjsu.edu/sla_io_2003/1009/thumbnail.jp

    A tool-mediated cognitive apprenticeship approach for a computer engineering course

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    Teaching database engineers involves a variety of learning activities. A strong focus is on practical problems that go beyond the acquisition of knowledge. Skills and experience are equally important. We propose a virtual apprenticeship model for the knowledge- and skillsoriented Web-based education of database students. We adapt the classical cognitive apprenticeship theory to the Web context utilising scaffolding and activity theory. The choice of educational media and the forms of student interaction with the media are central success criteria

    Assessment @ Bond

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    Effectiveness research of the new learning elements, initiated by the change to competency-based education model in Russia

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    Within the article the main principles for developing competency-based education, the principles for identifying competencies and the list of competencies that must be developed in a learner according to competency-based model, are analyzed. The new learning elements, initiated by the change to the competency-based education model in Russian Federation and by the new demands of Ministry of Education and Science of Russian Federation, have been included. The new learning elements have been analyzed for the compliance with the considered principles of developing competencies. The competencies, which are developed by each particular learning element, have been identified. The results of an experiment on developing competencies in two groups of students - taught with the use of new learning elements, and taught by traditional means, have been considered. (C) 2015 The Authors. Published by Elsevier Ltd
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