68,909 research outputs found

    Digital Learning Object Production in Engineering Courses

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    © 2014 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other works.This paper presents an innovative-project research on promoting self-learning in engineering university courses. This paper is focused on students’ homework, which consists in producing learning objects. The digital objects are self-contained and reusable within the course framework according to a suitable work plan and supported by digital tools. Additionally, in order to help the student on the achievement of curricula competences by producing these objects, they are also available to the whole group in the form of a digital collection of self-study material adapted to the group’s characteristics. This paper describes a case of study, analyses students’ perception of the activity, and quantifies the success of the experience.Blanc Clavero, S.; Benlloc Dualde, JV. (2014). Digital Learning Object Production in Engineering Courses. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje. 9(2):43-48. doi:10.1109/RITA.2014.2317524S43489

    Exploring perceptions and attitudes towards teaching and learning manual technical drawing in a digital age

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    This paper examines the place of manual technical drawing in the 21st century by discussing the perceived value and relevance of teaching school students how to draw using traditional instruments, in a world of computer aided drafting (CAD). Views were obtained through an e-survey, questionnaires and structured interviews. The sample groups represent professional CAD users (e.g. engineers, architects); university lecturers; Technology Education teachers and student teachers; and school students taking Scottish Qualification Authority (SQA) Graphic Communication courses. An analysis of these personal views and attitudes indicates some common values between the various groups canvassed of what instruction in traditional manual technical drafting contributes towards learning. Themes emerge such as problem solving, visualisation, accuracy, co-ordination, use of standard conventions, personal discipline and artistry. In contrast to the assumptions of Prensky's thesis (2001a&b) of digital natives, the study reported in this paper indicate that the school students apparently appreciate the experience of traditional drafting. In conclusion, the paper illustrates the perceived value of such learning in terms of transferable skills, personal achievement and enjoyment

    BIMing the architectural curricula: integrating Building Information Modelling (BIM) in architectural education

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    Building Information Modelling (BIM) reflects the current heightened transformation within the Architectural, Engineering and Construction (AEC) Industry and the Facilities and Management (FM) sector, offering a host of benefits from increased efficiency, accuracy, speed, co-ordination, consistency, energy analysis, project cost reduction etc to various stake holders from owners to architects, engineers, contractors and other built environment professionals. Many countries around the world are responding to this paradigm shift including the United Kingdom (UK). The Cabinet office took the decision in 2011 to make the use of collaborative 3D BIM technology mandatory for all public sector construction contracts by 2016 (Cabinet Office, 2011). According to Smith and Tardif, despite certain myths and misconceptions surrounding BIM, its rate of implementation has been much faster in comparison to the availability of professionals skilled in use of BIM, thus creating a skill gap in the design and construction industry (Smith and Tardif, cited in Barison and Santos, 2010a). This article aims at bridging the gap between the graduate skill sets and the changing needs of the profession. The research methodology adopted consists of thoroughly reviewing the existing literature in this subject area coupled with carrying out a survey of accredited Schools of Architecture in the UK. The analysis of the survey questionnaire results shows the extent to which BIM is currently being taught and identifies the barriers where its implementation has either been slow or not yet started. The paper highlights the fact that there has been considerable delay in the successful integration of BIM in the Schools of Architecture in the UK, thus emphasising the need for expeditiously training and preparing students in the use of BIM making them ready to effectively perform in a BIM enabled work arena

    A Review of the Open Educational Resources (OER) Movement: Achievements, Challenges, and New Opportunities

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    Examines the state of the foundation's efforts to improve educational opportunities worldwide through universal access to and use of high-quality academic content

    Pedagogically informed metadata content and structure for learning and teaching

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    In order to be able to search, compare, gap analyse, recommend, and visualise learning objects, learning resources, or teaching assets, the metadata structure and content must be able to support pedagogically informed reasoning, inference, and machine processing over the knowledge representations. In this paper, we present the difficulties with current metadata standards in education: Dublin Core educational version and IEEELOM, using examples drawn from the areas of e-learning, institutional admissions, and learners seeking courses. The paper suggests expanded metadata components based on an e-learning system engineering model to support pedagogically informed interoperability. We illustrate some examples of the metadata relevant to competency in the nurse training domain

    Open educational resources : conversations in cyberspace

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    172 p. : ill. ; 25 cm.Libro ElectrónicoEducation systems today face two major challenges: expanding the reach of education and improving its quality. Traditional solutions will not suffice, especially in the context of today's knowledge-intensive societies. The Open Educational Resources movement offers one solution for extending the reach of education and expanding learning opportunities. The goal of the movement is to equalize access to knowledge worldwide through openly and freely available online high-quality content. Over the course of two years, the international community came together in a series of online discussion forums to discuss the concept of Open Educational Resources and its potential. This publication makes the background papers and reports from those discussions available in print.--Publisher's description.A first forum : presenting the open educational resources (OER) movement. Open educational resources : an introductory note / Sally Johnstone -- Providing OER and related issues : an introductory note / Anne Margulies, ... [et al.] -- Using OER and related issues : in introductory note / Mohammed-Nabil Sabry, ... [et al.] -- Discussion highlights / Paul Albright -- Ongoing discussion. A research agenda for OER : discussion highlights / Kim Tucker and Peter Bateman -- A 'do-it-yourself' resource for OER : discussion highlights / Boris Vukovic -- Free and open source software (FOSS) and OER -- A second forum : discussing the OECD study of OER. Mapping procedures and users / Jan Hylén -- Why individuals and institutions share and use OER / Jan Hylén -- Discussion highlights / Alexa Joyce -- Priorities for action. Open educational resources : the way forward / Susan D'Antoni

    Illinois Digital Scholarship: Preserving and Accessing the Digital Past, Present, and Future

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    Since the University's establishment in 1867, its scholarly output has been issued primarily in print, and the University Library and Archives have been readily able to collect, preserve, and to provide access to that output. Today, technological, economic, political and social forces are buffeting all means of scholarly communication. Scholars, academic institutions and publishers are engaged in debate about the impact of digital scholarship and open access publishing on the promotion and tenure process. The upsurge in digital scholarship affects many aspects of the academic enterprise, including how we record, evaluate, preserve, organize and disseminate scholarly work. The result has left the Library with no ready means by which to archive digitally produced publications, reports, presentations, and learning objects, much of which cannot be adequately represented in print form. In this incredibly fluid environment of digital scholarship, the critical question of how we will collect, preserve, and manage access to this important part of the University scholarly record demands a rational and forward-looking plan - one that includes perspectives from diverse scholarly disciplines, incorporates significant research breakthroughs in information science and computer science, and makes effective projections for future integration within the Library and computing services as a part of the campus infrastructure.Prepared jointly by the University of Illinois Library and CITES at the University of Illinois at Urbana-Champaig

    Coping with a changing world: the UK Open University approach to teaching ICT

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    The rapid pace of change in the ICT field has affected all HE providers, but for the UK Open University (UKOU), used to print-based courses lasting eight years or more, it has been a particular challenge. This paper will present some of the ways the UKOU has been coping with this problem by discussing the design of three courses, the first developed almost a decade ago. All three are distance learning courses that are either core or optional in a variety of bachelors' degrees, including the BSc programmes in: Information and Communication Technology; IT and Computing; and Technology; as well as the BEng (Hons) engineering programme. The first course, Information and Communication Technology: people and interactions is a level 2 (second year undergraduate) course first presented in 2002. It is predominately a print-based course with an eight year lifetime. The second course Networked Living: exploring information and communication technologies is a level 1 (first year undergraduate) course first presented some three-and-a-half years later in 2005. It is expected to have a course life of five years, and uses a mix of print-based (60%) and computer-based (40%) material. Both these courses use assignments as key tools for annual updating. The third course, Keeping ahead in ICT is aimed primarily at equipping students with advanced information searching and evaluation skills that will serve them well in professional life, and is presented at level 3 (final year undergraduate). It was first presented in 2007 and has an expected course life of 8 years. It uses much less print than in most OU courses, and has a greater reliance on third-party resources such as newspaper, conference and journal articles, websites, and other electronic resources. Some elements in each block are designed to change from year to year, in order to retain currency. Finally, the paper will look forward to the development of a new level 2 course with an expected first presentation in 2010, drawing out the lessons learned about course updating, and predicting the approach that the course team may tak

    IUPUC Spatial Innovation Lab

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    During the summer of 2016 the IUPUC ME Division envi-sioned the concept of an “Imagineering Lab” based largely on academic makerspace concepts. Important sub-sections of the Imagineering Lab are its “Actualization Lab” (mecha-tronics, actuators, sensors, DAQ devices etc.) and a “Spatial Innovation Lab” (SIL) based on developing “dream stations” (computer work stations) equipped with exciting new tech-nology in intuitive 2D and 3D image creation and Virtual Reality (VR) technology. The objective of the SIL is to cre-ate a work flow converting intuitively created imagery to an-imation, engineering simulation and analysis and computer driven manufacturing interfaces. This paper discusses the challenges and methods being used to create a sustainable Spatial Innovation Lab
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