The Design and Three-Year Review of an MS Program in Information Technology for Preparing Systems Integrators

This paper presents the design and three-year review of the MS program in Information Technology (MSIT) at Bentley College. The first class entered in 2001 and graduated in 2003. Using the details of this program as a case study, the paper illustrates how the MSIS 2000 model for graduate curriculum in information systems was adapted to develop a program whose goal is to prepare systems integrators and whose courses have an architect focus. The three-year program review assessed the original design goals and whether the program implementation achieved those goals in terms of its orientation and positioning, its market, its architecture, the content of its courses, students learning and satisfaction, and faculty role in the delivery of the curriculum. This case study can serve as a framework for self assessment. It should benefit faculty interested in building new programs or considering adjusting and tweaking their existing programs using the MSIS 2000 model curriculum as a frame of reference

Open Hardware in Science: The Benefits of Open Electronics

Openly shared low-cost electronic hardware applications, known as open electronics, have sparked a new open-source movement, with much untapped potential to advance scientific research. Initially designed to appeal to electronic hobbyists, open electronics have formed a global “maker” community and are increasingly used in science and industry. In this perspective article, we review the current costs and benefits of open electronics for use in scientific research ranging from the experimental to the theoretical sciences. We discuss how user-made electronic applications can help (I) individual researchers, by increasing the customization, efficiency, and scalability of experiments, while improving data quantity and quality; (II) scientific institutions, by improving access to customizable high-end technologies, sustainability, visibility, and interdisciplinary collaboration potential; and (III) the scientific community, by improving transparency and reproducibility, helping decouple research capacity from funding, increasing innovation, and improving collaboration potential among researchers and the public. We further discuss how current barriers like poor awareness, knowledge access, and time investments can be resolved by increased documentation and collaboration, and provide guidelines for academics to enter this emerging field. We highlight that open electronics are a promising and powerful tool to help scientific research to become more innovative and reproducible and offer a key practical solution to improve democratic access to science

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

Summary of the First Workshop on Sustainable Software for Science: Practice and Experiences (WSSSPE1)

Challenges related to development, deployment, and maintenance of reusable software for science are becoming a growing concern. Many scientists’ research increasingly depends on the quality and availability of software upon which their works are built. To highlight some of these issues and share experiences, the First Workshop on Sustainable Software for Science: Practice and Experiences (WSSSPE1) was held in November 2013 in conjunction with the SC13 Conference. The workshop featured keynote presentations and a large number (54) of solicited extended abstracts that were grouped into three themes and presented via panels. A set of collaborative notes of the presentations and discussion was taken during the workshop. Unique perspectives were captured about issues such as comprehensive documentation, development and deployment practices, software licenses and career paths for developers. Attribution systems that account for evidence of software contribution and impact were also discussed. These include mechanisms such as Digital Object Identifiers, publication of “software papers”, and the use of online systems, for example source code repositories like GitHub. This paper summarizes the issues and shared experiences that were discussed, including cross-cutting issues and use cases. It joins a nascent literature seeking to understand what drives software work in science, and how it is impacted by the reward systems of science. These incentives can determine the extent to which developers are motivated to build software for the long-term, for the use of others, and whether to work collaboratively or separately. It also explores community building, leadership, and dynamics in relation to successful scientific software

An investigation into the potential use of PC based simulator tools in the MET programs of a developing country

The improvement of operational capabilities of the individual mariner can be enhanced by the use of PC based simulator tools. This research attempts to examine the current and future development of PC based simulator products and investigate how such tools can be used effectively in MET institutions. The basic structure of a PC based simulator is first discussed. An introduction to fundamentals of PC based simulation and the elements that contribute to the operation of the modem PC based simulator is provided. The benefits of PC based simulation as an open learning tool are highlighted. A brief evaluation of potentially useful PC based simulators in the light of new international standards is conducted. Considerations for software approaches and current PC based simulator software products are also discussed. The impact of the revised STCW Convention on MET programs with reference to the use of new technology is considered. The staff training and role of instructors are taken into account. The qualifications of instructors and assessors are discussed. This paper also investigates the selected simulation training methodology in MET establishments. A brief description of other types of simulation is made.This paper makes recommendations for the introduction of PC based technology into the Myanmar MET system and that of developing countries

How a Diverse Research Ecosystem Has Generated New Rehabilitation Technologies: Review of NIDILRR’s Rehabilitation Engineering Research Centers

Over 50 million United States citizens (1 in 6 people in the US) have a developmental, acquired, or degenerative disability. The average US citizen can expect to live 20% of his or her life with a disability. Rehabilitation technologies play a major role in improving the quality of life for people with a disability, yet widespread and highly challenging needs remain. Within the US, a major effort aimed at the creation and evaluation of rehabilitation technology has been the Rehabilitation Engineering Research Centers (RERCs) sponsored by the National Institute on Disability, Independent Living, and Rehabilitation Research. As envisioned at their conception by a panel of the National Academy of Science in 1970, these centers were intended to take a “total approach to rehabilitation”, combining medicine, engineering, and related science, to improve the quality of life of individuals with a disability. Here, we review the scope, achievements, and ongoing projects of an unbiased sample of 19 currently active or recently terminated RERCs. Specifically, for each center, we briefly explain the needs it targets, summarize key historical advances, identify emerging innovations, and consider future directions. Our assessment from this review is that the RERC program indeed involves a multidisciplinary approach, with 36 professional fields involved, although 70% of research and development staff are in engineering fields, 23% in clinical fields, and only 7% in basic science fields; significantly, 11% of the professional staff have a disability related to their research. We observe that the RERC program has substantially diversified the scope of its work since the 1970’s, addressing more types of disabilities using more technologies, and, in particular, often now focusing on information technologies. RERC work also now often views users as integrated into an interdependent society through technologies that both people with and without disabilities co-use (such as the internet, wireless communication, and architecture). In addition, RERC research has evolved to view users as able at improving outcomes through learning, exercise, and plasticity (rather than being static), which can be optimally timed. We provide examples of rehabilitation technology innovation produced by the RERCs that illustrate this increasingly diversifying scope and evolving perspective. We conclude by discussing growth opportunities and possible future directions of the RERC program

The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis

AbstractMobile devices such as laptops, personal digital assistants, and mobile phones have become a learning tool with great potential in both classrooms and outdoor learning. Although there have been qualitative analyses of the use of mobile devices in education, systematic quantitative analyses of the effects of mobile-integrated education are lacking. This study performed a meta-analysis and research synthesis of the effects of integrated mobile devices in teaching and learning, in which 110 experimental and quasiexperimental journal articles published during the period 1993–2013 were coded and analyzed. Overall, there was a moderate mean effect size of 0.523 for the application of mobile devices to education. The effect sizes of moderator variables were analyzed and the advantages and disadvantages of mobile learning in different levels of moderator variables were synthesized based on content analyses of individual studies. The results of this study and their implications for both research and practice are discussed

Undergraduate Catalog - The School Year 2008-2010

https://digitalcommons.pvamu.edu/pv-undergraduate-catalog/1015/thumbnail.jp

RoCKIn: Impact on Future Markets for Robotics

The goal of the project “Robot Competitions Kick Innovation in Cognitive Systems and Robotics” (RoCKIn), funded by the European Commission under its 7th Framework Program, has been to speed up the progress toward smarter robots through scientific competitions. Two challenges have been selected for the competitions due to their high relevance and impact on Europe’s societal and industrial needs: domestic service robots (“RoCKIn@Home”) and innovative robot applications in industry (“RoCKIn@Work”). The history and reasoning behind the chosen task and functionality benchmarks in RoCKIn are explained by providing an insight from the International Federation of Robotics and an analysis on RoCKIn’s impact on the industrial robot market domain is carried out. To paint a broad picture, RoCKIn is compared to other robot competitions and similarities, differences and challenges those competitions share are pointed out. Some industrial robot market requirements and the way RoCKIn addressed them are explained. Strength and weaknesses of the project in regard to their market impact are emphasized and it is shown how these were continued and addressed by RoCKIn’s successor European Robotics League (ERL)

Perceptions and Barriers to Adopting Artificial Intelligence in K-12 Education: A Survey of Educators in Fifty States

Artificial Intelligence (AI) is making significant strides in the field of education, offering new opportunities for personalized learning and access to education for a more diverse population. Despite this potential, the adoption of AI in K-12 education is limited, and educators’ express hesitancy towards its integration due to perceived technological barriers and misconceptions. The purpose of this study is to examine the perceptions of K-12 educators in all 50 states of the USA towards AI, policies, training, and resources related to technology and AI, their comfort with technology, willingness to adopt new technologies for classroom instruction, and needs assessment for necessary infrastructure, such as reliable internet access, hardware, and software. Researchers analyzed regional differences in attitudes towards AI integration in the classroom. The findings suggest the overall positive perception of AI and openness towards its integration. However, disparities in access to technology and comfort levels with technology exist among different regions, genders, and age groups. These findings suggest that policymakers and educators need to develop targeted strategies to ensure equitable access to technology and AI integration in the classroom. The implications of this work are the need for an authentic STEM model for integrating AI into K-12 education and offer recommendations for policymakers and educators to support the successful adoption of AI in the classroom