Insights Into Global Engineering Education After the Birth of Industry 5.0

Insights Into Global Engineering Education After the Birth of Industry 5.0 presents a comprehensive overview of recent developments in the fields of engineering and technology. The book comprises single chapters authored by various researchers and edited by an expert active in the engineering education research area. It provides a thorough overview of the latest research efforts by international authors on engineering education and opens potential new research paths for further novel developments

Integrating Information into the Engineering Design Process

Engineering design is a fundamental problem-solving model used by the discipline. Effective problem-solving requires the ability to find and incorporate quality information sources. To teach courses in this area effectively, educators need to understand the information needs of engineers and engineering students and their information gathering habits. This book provides essential guidance for engineering faculty and librarians wishing to better integrate information competencies into their curricular offerings. The treatment of the subject matter is pragmatic, accessible, and engaging. Rather than focusing on specific resources or interfaces, the book adopts a process-driven approach that outlasts changing information technologies. After several chapters introducing the conceptual underpinnings of the book, a sequence of shorter contributions go into more detail about specific steps in the design process and the information needs for those steps. While they are based on the latest research and theory, the emphasis of the chapters is on usable knowledge. Designed to be accessible, they also include illustrative examples drawn from specific engineering sub-disciplines to show how the core concepts can be applied in those situations. Part 1: Making the Case for Integrated Information in Engineering Design: Information Literary and Lifelong Learning (Michael Fosmire); Multiple Perspectives on Engineering Design (David Radcliffe); Ways that Engineers Use Design Information (Michael Fosmire); Ethical Information Use and Engineering (Megan Sapp Nelson); Information-Rich Engineering Design: A Model (David Radcliffe). Part 2: Pedagogical Advice on How to Implement in Courses: Build a Firm Foundation: Managing Project Information Effectively and Efficiently (Jon Jeffryes); Find the Real Need: Understanding the Task (Megan Sapp Nelson); Scout the Lay of the Land: Exploring the Broader Context of a Project (Amy Van Epps and Monica Cardella); Draw on Existing Knowledge: Taking Advantage of What is Already Known (Jim Clarke); Make Dependable Decisions: Using Trustworthy Information Wisely (Jeremy Garritano); Make It Real: Finding the Most Suitable Materials and Components (Jay Bhatt); Make It Safe and Legal: Meeting Standards, Codes, and Regulations (Bonnie Osif); Get Your Message Across: The Art of Sharing Information (Patrice Buzzanell and Carla Zoltowski); Reflect and Learn: Extracting New Design and Process Knowledge (David Radcliffe); Preparing Students to be Informed Designers: Assessing and Scaffolding Information Literacy (Senay Purzer and Ruth Wertz).https://docs.lib.purdue.edu/purduepress_ebooks/1030/thumbnail.jp

Integrating Information into the Engineering Design Process

Engineering design is a fundamental problem-solving model used by the discipline. Effective problem-solving requires the ability to find and incorporate quality information sources. To teach courses in this area effectively, educators need to understand the information needs of engineers and engineering students and their information gathering habits. This book provides essential guidance for engineering faculty and librarians wishing to better integrate information competencies into their curricular offerings. The treatment of the subject matter is pragmatic, accessible, and engaging. Rather than focusing on specific resources or interfaces, the book adopts a process-driven approach that outlasts changing information technologies. After several chapters introducing the conceptual underpinnings of the book, a sequence of shorter contributions go into more detail about specific steps in the design process and the information needs for those steps. While they are based on the latest research and theory, the emphasis of the chapters is on usable knowledge. Designed to be accessible, they also include illustrative examples drawn from specific engineering sub-disciplines to show how the core concepts can be applied in those situations. Part 1: Making the Case for Integrated Information in Engineering Design: Information Literary and Lifelong Learning (Michael Fosmire); Multiple Perspectives on Engineering Design (David Radcliffe); Ways that Engineers Use Design Information (Michael Fosmire); Ethical Information Use and Engineering (Megan Sapp Nelson); Information-Rich Engineering Design: A Model (David Radcliffe). Part 2: Pedagogical Advice on How to Implement in Courses: Build a Firm Foundation: Managing Project Information Effectively and Efficiently (Jon Jeffryes); Find the Real Need: Understanding the Task (Megan Sapp Nelson); Scout the Lay of the Land: Exploring the Broader Context of a Project (Amy Van Epps and Monica Cardella); Draw on Existing Knowledge: Taking Advantage of What is Already Known (Jim Clarke); Make Dependable Decisions: Using Trustworthy Information Wisely (Jeremy Garritano); Make It Real: Finding the Most Suitable Materials and Components (Jay Bhatt); Make It Safe and Legal: Meeting Standards, Codes, and Regulations (Bonnie Osif); Get Your Message Across: The Art of Sharing Information (Patrice Buzzanell and Carla Zoltowski); Reflect and Learn: Extracting New Design and Process Knowledge (David Radcliffe); Preparing Students to be Informed Designers: Assessing and Scaffolding Information Literacy (Senay Purzer and Ruth Wertz).https://docs.lib.purdue.edu/pilh/1000/thumbnail.jp

Resource discovery in heterogeneous digital content environments

The concept of 'resource discovery' is central to our understanding of how users explore, navigate, locate and retrieve information resources. This submission for a PhD by Published Works examines a series of 11 related works which explore topics pertaining to resource discovery, each demonstrating heterogeneity in their digital discovery context. The assembled works are prefaced by nine chapters which seek to review and critically analyse the contribution of each work, as well as provide contextualization within the wider body of research literature. A series of conceptual sub-themes is used to organize and structure the works and the accompanying critical commentary. The thesis first begins by examining issues in distributed discovery contexts by studying collection level metadata (CLM), its application in 'information landscaping' techniques, and its relationship to the efficacy of federated item-level search tools. This research narrative continues but expands in the later works and commentary to consider the application of Knowledge Organization Systems (KOS), particularly within Semantic Web and machine interface contexts, with investigations of semantically aware terminology services in distributed discovery. The necessary modelling of data structures to support resource discovery - and its associated functionalities within digital libraries and repositories - is then considered within the novel context of technology-supported curriculum design repositories, where questions of human-computer interaction (HCI) are also examined. The final works studied as part of the thesis are those which investigate and evaluate the efficacy of open repositories in exposing knowledge commons to resource discovery via web search agents. Through the analysis of the collected works it is possible to identify a unifying theory of resource discovery, with the proposed concept of (meta)data alignment described and presented with a visual model. This analysis assists in the identification of a number of research topics worthy of further research; but it also highlights an incremental transition by the present author, from using research to inform the development of technologies designed to support or facilitate resource discovery, particularly at a 'meta' level, to the application of specific technologies to address resource discovery issues in a local context. Despite this variation the research narrative has remained focussed on topics surrounding resource discovery in heterogeneous digital content environments and is noted as having generated a coherent body of work. Separate chapters are used to consider the methodological approaches adopted in each work and the contribution made to research knowledge and professional practice.The concept of 'resource discovery' is central to our understanding of how users explore, navigate, locate and retrieve information resources. This submission for a PhD by Published Works examines a series of 11 related works which explore topics pertaining to resource discovery, each demonstrating heterogeneity in their digital discovery context. The assembled works are prefaced by nine chapters which seek to review and critically analyse the contribution of each work, as well as provide contextualization within the wider body of research literature. A series of conceptual sub-themes is used to organize and structure the works and the accompanying critical commentary. The thesis first begins by examining issues in distributed discovery contexts by studying collection level metadata (CLM), its application in 'information landscaping' techniques, and its relationship to the efficacy of federated item-level search tools. This research narrative continues but expands in the later works and commentary to consider the application of Knowledge Organization Systems (KOS), particularly within Semantic Web and machine interface contexts, with investigations of semantically aware terminology services in distributed discovery. The necessary modelling of data structures to support resource discovery - and its associated functionalities within digital libraries and repositories - is then considered within the novel context of technology-supported curriculum design repositories, where questions of human-computer interaction (HCI) are also examined. The final works studied as part of the thesis are those which investigate and evaluate the efficacy of open repositories in exposing knowledge commons to resource discovery via web search agents. Through the analysis of the collected works it is possible to identify a unifying theory of resource discovery, with the proposed concept of (meta)data alignment described and presented with a visual model. This analysis assists in the identification of a number of research topics worthy of further research; but it also highlights an incremental transition by the present author, from using research to inform the development of technologies designed to support or facilitate resource discovery, particularly at a 'meta' level, to the application of specific technologies to address resource discovery issues in a local context. Despite this variation the research narrative has remained focussed on topics surrounding resource discovery in heterogeneous digital content environments and is noted as having generated a coherent body of work. Separate chapters are used to consider the methodological approaches adopted in each work and the contribution made to research knowledge and professional practice

The localist turn in EU Regional Policy viewed from a Tuscan Perspective

At a time in which European governments and senior officials are striving to find an agreement on the grand objectives for the new Lisbon strategy, scant attention has been dedicated so far to main economic policy of the European Union: the Regional Policy. The present work critically investigates the rationales and the intervention tools which shape the EU’s flagship policy, with a view to shedding light on the transformations which have lately affected the politics of local development in Europe. The analysis will focus on the thematic and pragmatic relationship which links together Regional Policy and new regionalist theorisations. It will highlight how, by embracing an endogenous and punctuated definition of development, the Regional Policy has fashioned an institutional framework in which regions are enrolled as self-contained action units, and are expected to compete against each other to secure their economic prosperity. Drawing on relational perspectives, I will contend that this approach is doubly problematic. From a substantive point of view, it leads to a prioritisation of local links, which fails to recognise the multifaceted spatialities characterising modern economic relations. In procedural terms, the institutional mechanisms involved in the Regional Policy encourage a “regional centralism” which, in the name of EU funds, compresses dissent and “technicalises” political choices. These arguments will be empirically scrutinized through a study of the innovation policy implemented in Tuscany under the Structural Funds. Methodologically, the inquiry has a bi-focal nature: on the one hand, I will rely on official evaluation reports to assess the effectiveness of new regionalist policy schemes; on the other hand, I will reconstruct regional governance dynamics, by tracing how a certain policy concept (innovation networks) has been adopted by the EU, translated at the local level, and finally consolidated in a set of institutional relations, expectations and power asymmetries. The heuristic hypothesis is that only by combining the two research levels it will be possible to grasp the direction and the significance of the political project pursued by the European Commission through the Regional Policy

Integrating Information into the Engineering Design Process

Engineering design is a fundamental problem-solving model used by the discipline. Effective problem-solving requires the ability to find and incorporate quality information sources. To teach courses in this area effectively, educators need to understand the information needs of engineers and engineering students and their information gathering habits. This book provides essential guidance for engineering faculty and librarians wishing to better integrate information competencies into their curricular offerings. The treatment of the subject matter is pragmatic, accessible, and engaging. Rather than focusing on specific resources or interfaces, the book adopts a process-driven approach that outlasts changing information technologies. After several chapters introducing the conceptual underpinnings of the book, a sequence of contributions go into detail about specific steps in the design process and the information needs for those steps

An analysis of the teaching of introductory statistics at university in 'context'

In this research study I explore the teaching of introductory inferential statistics to non- statistics undergraduates. My main aim in this work is a characterisation of teaching practice in the context of two introductory statistics university modules, one aimed at Psychology students and another at Engineering students from the perspective of the lecturers.In the pilot study, I investigated lecturers’ beliefs about intended statistics curricula at university. The study used repertory grid interviews with twenty statistical methods lecturers. Qualitative and quantitative data analysis revealed that lecturers conceptualised the intended curricula around three themes: (1) teaching of statistics with “context”, (2) teaching the statistical process components, and (3) student learning.The main study focused on the teaching of statistics on two introductory modules. Ob- servational and interview data was interpreted at the macro and micro levels of analysis using sociocultural theory as a theoretical lens and applying a grounded analytical approach. In- troductory statistics modules are taught in a range of disciplines, including Psychology and Engineering. Previous research shows that some students find statistics very difficult and challenging. The two lecturers, although approached the teaching of statistics very differ- ently, had a deep concern for their students’ learning. The first lecturer, a Psychologist, approached the teaching of statistics in a ‘philosophical’ way meaning that the explanations were non-mathematical and there was a sequence of cases or “contexts” which the lecturer taught in different ways throughout the module. The second lecturer, a Mathematician, taught a ‘typical’ statistics module consisting of the mathematical underpinnings of statistical models through a sequence of statistical theory and calculations.Through this research, I provided representations into the lecturers’ beliefs, intentions and strategies in relation to their teaching. The application of the sociocultural lens with a grounded analytical approach enabled me to conceptualise the lecturers’ teaching actions and present a model of teaching statistics in context.</div

Derivation and consistency checking of models in early software product line engineering

Dissertação para obtenção do Grau de Doutor em Engenharia InformáticaSoftware Product Line Engineering (SPLE) should offer the ability to express the derivation of product-specific assets, while checking for their consistency. The derivation of product-specific assets is possible using general-purpose programming languages in combination with techniques such as conditional compilation and code generation. On the other hand, consistency checking can be achieved through consistency rules in the form of architectural and design guidelines, programming conventions and well-formedness rules. Current approaches present four shortcomings: (1) focus on code derivation only, (2) ignore consistency problems between the variability model and other complementary specification models used in early SPLE, (3) force developers to learn new, difficult to master, languages to encode the derivation of assets, and (4) offer no tool support. This dissertation presents solutions that contribute to tackle these four shortcomings. These solutions are integrated in the approach Derivation and Consistency Checking of models in early SPLE (DCC4SPL) and its corresponding tool support. The two main components of our approach are the Variability Modelling Language for Requirements(VML4RE), a domain-specific language and derivation infrastructure, and the Variability Consistency Checker (VCC), a verification technique and tool. We validate DCC4SPL demonstrating that it is appropriate to find inconsistencies in early SPL model-based specifications and to specify the derivation of product-specific models.European Project AMPLE, contract IST-33710; Fundação para a Ciência e Tecnologia - SFRH/BD/46194/2008