61 research outputs found

    Active-learning methods for control engineering teaching using web applications

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    [EN] The development of active-learning methods is strongly proliferating nowadays in Higher Education studies. Roughly speaking, active learning can be understood as a way of learning in which students are more directly involved in the learning process. It is commonly accepted that, in contrast to traditional methods, substantial improvement of the own learning process is achieved through active methodologies. In particular, teachers must address an extra effort to engage the interest of students when faced with subjects provided with strong theoretical background (such as automatic control related topics). Indeed, one of the main drawbacks reported by the own students is their difficulty to connect real engineering application and theoretical lessons. In this paper, we present an active learning method conceived for automatic control subjects with the aid of virtual laboratories compatible with a wide range of web browsers for this end. In a first stage, some real engineering problems for students in the classroom are raised. Through a suitable follow-up of intermediate results and the appropriate discussions, teachers will be able to obtain an immediate feedback while evaluating the quality of learning at each stage. It is worthwhile mentioning that virtual labs are developed using the standard web interactive programming language HTML and Javascript, which only requires a web browser to be executed. Hence, in comparison to previous academic years, it is expected to better promote the usefulness of the control engineering for the students¿ careers with high degree of autonomy for self-scheduling homework and low cost resources, while improving the self-motivation and long-term quality of learning.This work is supported by the Universidad de Zaragoza project PIIDUZ_19_342 Desarrollo e implantación de un modelo basado en aula invertida y metodologías activas para asignaturas de informática e ingeniería de sistemas.González Sorribes, A.; Del Val Noguera, E. (2020). Active-learning methods for control engineering teaching using web applications. Iated. 5583-5589. https://doi.org/10.21125/inted.2020.1516S5583558

    Laboratorios virtuales web como herramienta de apoyo para prácticas de ingeniería no presenciales

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    [ES] Este trabajo presenta una metodología de desarrollo e implantación de laboratorios virtuales para asignaturas de ingeniería de control, concebidos con el propósito de permitir y favorecer la no presencialidad en prácticas de laboratorio. Una de las ventajas reseñables del método propuesto es que únicamente es necesario que los estudiantes dispongan de un navegador web, lo cual implica una mayor flexibilidad y un bajo coste en recursos. Esto es gracias al hecho de que los laboratorios virtuales están implementados en lenguaje estándar HTML y Javascript, totalmente compatible con los navegadores web comerciales. Cabe resaltar que la herramienta Easy Java Simulation (EJS) de libre disposición permite a los docentes desarrollar nuevos laboratorios virtuales sin necesidad de conocimientos avanzados de programación. Aparte de alcanzar un grado mayor de autonomía y flexibilidad, este método permitirá mejorar la percepción de la asignatura y la calidad de aprendizaje a largo plazo por la posibilidad que ofrece de integrar un amplio repertorio de ejemplos didácticos que pueden utilizarse en el aula de forma complementaria a los contenidos teóricos impartidos.[EN] This paper presents a method for development and implantation of virtual laboratories for control engineering subjects, conceived with the purpose of allowing and promoting non-attending laboratory practices. One of the remarkable avantages of the proposed method is the unique requirement for students to have access to a web browser, which implies more flexibility and low cost resources. This is due to the fact that such virtual labs are implemented in a standard HTML and JAVASCRIPT language programming, which are full compatible with commercial web browsers. Moreover, it is worthwhile mentioning that the freely available tool Easy Java Simulation (EJS) allows teachers to develop new virtual laboratories without being necessary to possess strong skills in advanced programming. Apart from reaching a higher degree of autonomy and flexibility, this method will allow improving the long-term quality of learning because of the possibility of integrating a great variety of different didactic examples, which can simulataneosuly be used in the classroom in combination with theoretical lessons.Los autores agradecen el soporte financiero a la Universidad de Zaragoza, proyecto PIIDUZ_19_074 Integración de asignaturas de ingeniería de sistemas y automática dentro de una red nacional de laboratorios interactivos UNILabs para el fomento de las metodologías activasGonzález Sorribes, A. (2021). Laboratorios virtuales web como herramienta de apoyo para prácticas de ingeniería no presenciales. En IN-RED 2020: VI Congreso de Innovación Educativa y Docencia en Red. Editorial Universitat Politècnica de València. 542-549. https://doi.org/10.4995/INRED2020.2020.11995OCS54254

    Servicios de información en la World Wide Web: relevancia, planificación y diseño

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    Highly Interactive Web-Based Courseware

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    Zukünftige Lehr-/Lernprogramme sollen als vernetzte Systeme die Lernenden befähigen, Lerninhalte zu erforschen und zu konstruieren, sowie Verständnisschwierigkeiten und Gedanken in der Lehr-/Lerngemeinschaft zu kommunizieren. Lehrmaterial soll dabei in digitale Lernobjekte übergeführt, kollaborativ von Programmierern, Pädagogen und Designern entwickelt und in einer Datenbank archiviert werden, um von Lehrern und Lernenden eingesetzt, angepasst und weiterentwickelt zu werden. Den ersten Schritt in diese Richtung machte die Lerntechnologie, indem sie Wiederverwendbarkeit und Kompabilität für hypermediale Kurse spezifizierte. Ein größeres Maß an Interaktivität wird bisher allerdings noch nicht in Betracht gezogen. Jedes interaktive Lernobjekt wird als autonome Hypermedia-Einheit angesehen, aufwändig in der Erstellung, und weder mehrstufig verschränk- noch anpassbar, oder gar adäquat spezifizierbar. Dynamische Eigenschaften, Aussehen und Verhalten sind fest vorgegeben. Die vorgestellte Arbeit konzipiert und realisiert Lerntechnologie für hypermediale Kurse unter besonderer Berücksichtigung hochgradig interaktiver Lernobjekte. Innovativ ist dabei zunächst die mehrstufige, komponenten-basierte Technologie, die verschiedenste strukturelle Abstufungen von kompletten Lernobjekten und Werkzeugsätzen bis hin zu Basiskomponenten und Skripten, einzelnen Programmanweisungen, erlaubt. Zweitens erweitert die vorgeschlagene Methodik Kollaboration und individuelle Anpassung seitens der Teilnehmer eines hypermedialen Kurses auf die Software-Ebene. Komponenten werden zu verknüpfbaren Hypermedia-Objekten, die in der Kursdatenbank verwaltet und von allen Kursteilnehmern bewertet, mit Anmerkungen versehen und modifiziert werden. Neben einer detaillierten Beschreibung der Lerntechnologie und Entwurfsmuster für interaktive Lernobjekte sowie verwandte hypermediale Kurse wird der Begriff der Interaktivität verdeutlicht, indem eine kombinierte technologische und symbolische Definition von Interaktionsgraden vorgestellt und daraus ein visuelles Skriptschema abgeleitet wird, welches Funktionalität übertragbar macht. Weiterhin wird die Evolution von Hypermedia und Lehr-/Lernprogrammen besprochen, um wesentliche Techniken für interaktive, hypermediale Kurse auszuwählen. Die vorgeschlagene Architektur unterstützt mehrsprachige, alternative Inhalte, bietet konsistente Referenzen und ist leicht zu pflegen, und besitzt selbst für interaktive Inhalte Online-Assistenten. Der Einsatz hochgradiger Interaktivität in Lehr-/Lernprogrammen wird mit hypermedialen Kursen im Bereich der Computergraphik illustriert.The grand vision of educational software is that of a networked system enabling the learner to explore, discover, and construct subject matters and communicate problems and ideas with other community members. Educational material is transformed into reusable learning objects, created collaboratively by developers, educators, and designers, preserved in a digital library, and utilized, adapted, and evolved by educators and learners. Recent advances in learning technology specified reusability and interoperability in Web-based courseware. However, great interactivity is not yet considered. Each interactive learning object represents an autonomous hypermedia entity, laborious to create, impossible to interlink and to adapt in a graduated manner, and hard to specify. Dynamic attributes, the look and feel, and functionality are predefined. This work designs and realizes learning technology for Web-based courseware with special regard to highly interactive learning objects. The innovative aspect initially lies in the multi-level, component-based technology providing a graduated structuring. Components range from complex learning objects to toolkits to primitive components and scripts. Secondly, the proposed methodologies extend community support in Web-based courseware – collaboration and personalization – to the software layer. Components become linkable hypermedia objects and part of the courseware repository, rated, annotated, and modified by all community members. In addition to a detailed description of technology and design patterns for interactive learning objects and matching Web-based courseware, the thesis clarifies the denotation of interactivity in educational software formulating combined levels of technological and symbolical interactivity, and deduces a visual scripting metaphor for transporting functionality. Further, it reviews the evolution of hypermedia and educational software to extract substantial techniques for interactive Web-based courseware. The proposed framework supports multilingual, alternative content, provides link consistency and easy maintenance, and includes state-driven online wizards also for interactive content. The impact of great interactivity in educational software is illustrated with courseware in the Computer Graphics domain

    CPA WebTrust practitioners\u27 guide

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    https://egrove.olemiss.edu/aicpa_guides/1788/thumbnail.jp

    Porting of an Existing Software From the Sun Workstations to A Personal Computer Environment

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    The purpose of this study was to port an existing software component, which has been designed for Sun workstations, to a Personal Computer environment. The software component involves the access of remote objects through Java networking. The ported software was tested on various machines housing different file servers of the Oklahoma State University Computing and Information Services Department. A new user interface was developed for the ported software component and a number of enhanced features were introduced. The software worked fairly well on all of the test machines. The new feature (i.e., finding out the time taken to look for a remote server) resulted in a more user-informative environment. Other user friendly features such as information about the current server, the reset feature, and the option of returning to the default server were also introduced. The amount of time taken to look for a method located on a specified server is more when the server is searched for the first time compared to the time taken to relocate the same server. This can be attributed to the Registry mechanism of Java, which is like a simple register containing the information of all the successfully located servers. This mechanism makes a record of all the servers that are accessed, and every lookup for a remote server is first searched across the registry. Thus, it reduces the total lookup time for already accessed servers.Computer Scienc

    access: v.10, no.02, Summer 1996

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    The Informer

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