Characterizing lab instructors' self-reported learning goals to inform development of an experimental modeling skills assessment

The ability to develop, use, and refine models of experimental systems is a nationally recognized learning outcome for undergraduate physics lab courses. However, no assessments of students' model-based reasoning exist for upper-division labs. This study is the first step toward development of modeling assessments for optics and electronics labs. In order to identify test objectives that are likely relevant across many institutional contexts, we interviewed 35 lab instructors about the ways they incorporate modeling in their course learning goals and activities. The study design was informed by the Modeling Framework for Experimental Physics. This framework conceptualizes modeling as consisting of multiple subtasks: making measurements, constructing system models, comparing data to predictions, proposing causes for discrepancies, and enacting revisions to models or apparatus. We found that each modeling subtask was identified by multiple instructors as an important learning outcome for their course. Based on these results, we argue that test objectives should include probing students' competence with most modeling subtasks, and test items should be designed to elicit students' justifications for choosing particular modeling pathways. In addition to discussing these and other implications for assessment, we also identify future areas of research related to the role of modeling in optics and electronics labs.Comment: 24 pages, 2 figures, 5 tables; submitted to Phys. Rev. PE

InfoTech Update, Volume 10, Number 3, May/June 2002

https://egrove.olemiss.edu/aicpa_news/4992/thumbnail.jp

Web-based computer assisted laboratory instruction

The feasibility of computer-assisted instruction in a practical laboratory has been explored in this work. Computer assisted instruction (CAI), in which educational instruction is delivered through a computer, has been a popular area of research and development. Computer assisted laboratory instruction (CALI), on the other hand, has not been systematically studied in the past as literature reveals. In the work conducted in this research, the concept of CALI has been examined by developing a web-based multi-media CALI package for Control Systems laboratory that is used by around 100 students annually in the School of Electrical, Computer and Telecommunications Engineering, University of Wollongong. Some elements of Intelligent Tutoring Systems (ITS) have been also incorporated to increase the flexibility of the instruction provided. A systematic approach has been employed to develop the specifications of the package and design its structure to ensure its effectiveness. The latest tools in Web development have been employed to achieve all the defined specifications efficiently and systematically. The outcome is a system that has proved very effective in its operation and instruction for the students in the laboratory. In addition to the specific results and benefits produced directly as the result of employing the package in Control Laboratory, the study has also generated outcomes that are generic and can be considered in the application of the approach in any practical laboratory

UTB/TSC Legacy Degree Programs and Courses 2010 – 2011

https://scholarworks.utrgv.edu/brownsvillelegacycatalogs/1026/thumbnail.jp

UTB/TSC Legacy Degree Programs and Courses 2011 – 2012

https://scholarworks.utrgv.edu/brownsvillelegacycatalogs/1027/thumbnail.jp

UTB/TSC Legacy Degree Programs and Courses 2012 – 2013

https://scholarworks.utrgv.edu/brownsvillelegacycatalogs/1028/thumbnail.jp

Advanced Caution and Warning System, Final Report - 2011

The work described in this report is a continuation of the ACAWS work funded in fiscal year (FY) 2010 under the Exploration Technology Development Program (ETDP), Integrated Systems Health Management (ISHM) project. In FY 2010, we developed requirements for an ACAWS system and vetted the requirements with potential users via a concept demonstration system. In FY 2011, we developed a working prototype of aspects of that concept, with placeholders for technologies to be fully developed in future phases of the project. The objective is to develop general capability to assist operators with system health monitoring and failure diagnosis. Moreover, ACAWS was integrated with the Discrete Controls (DC) task of the Autonomous Systems and Avionics (ASA) project. The primary objective of DC is to demonstrate an electronic and interactive procedure display environment and multiple levels of automation (automatic execution by computer, execution by computer if the operator consents, and manual execution by the operator)

Spartan Daily, March 5, 2003

Volume 120, Issue 29https://scholarworks.sjsu.edu/spartandaily/9825/thumbnail.jp

A generic architecture for interactive intelligent tutoring systems

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University, 07/06/2001.This research is focused on developing a generic intelligent architecture for an interactive tutoring system. A review of the literature in the areas of instructional theories, cognitive and social views of learning, intelligent tutoring systems development methodologies, and knowledge representation methods was conducted. As a result, a generic ITS development architecture (GeNisa) has been proposed, which combines the features of knowledge base systems (KBS) with object-oriented methodology. The GeNisa architecture consists of the following components: a tutorial events communication module, which encapsulates the interactive processes and other independent computations between different components; a software design toolkit; and an autonomous knowledge acquisition from a probabilistic knowledge base. A graphical application development environment includes tools to support application development, and learning environments and which use a case scenario as a basis for instruction. The generic architecture is designed to support client-side execution in a Web browser environment, and further testing will show that it can disseminate applications over the World Wide Web. Such an architecture can be adapted to different teaching styles and domains, and reusing instructional materials automatically can reduce the effort of the courseware developer (hence cost and time) in authoring new materials. GeNisa was implemented using Java scripts, and subsequently evaluated at various commercial and academic organisations. Parameters chosen for the evaluation include quality of courseware, relevancy of case scenarios, portability to other platforms, ease of use, content, user-friendliness, screen display, clarity, topic interest, and overall satisfaction with GeNisa. In general, the evaluation focused on the novel characteristics and performances of the GeNisa architecture in comparison with other ITS and the results obtained are discussed and analysed. On the basis of the experience gained during the literature research and GeNisa development and evaluation. a generic methodology for ITS development is proposed as well as the requirements for the further development of ITS tools. Finally, conclusions are drawn and areas for further research are identified