Teaching mathematical modelling: a research based approach

A collaborative, research based laboratory experiment in mathematical modelling was included in a bioprocess engineering laboratory module, taught as part of an interdisciplinary program in biotechnology. The class was divided into six groups of three students and given the task of investigating a novel diafiltration process that is currently the focus of international research. Different aspects of the problem were assigned to each group and inter-group communication via email was required to ensure that there was a coherent set of objectives for each group and for the class as a whole. The software package, Berkeley Madonna, was used for all calculations. As well as giving the students an introduction to mathematical modelling and computer programming, this approach helped to illustrate the importance of research in bioprocess engineering. In general, the experiment was well received by the students and the fact that they were discovering new knowledge generated a degree of enthusiasm. However, many students were consumed by the technical demands of computer programming, especially the attention to detail required. Thus, they did not think too deeply about the physical aspects of the system they were modelling. In future years, therefore, consideration will be given to giving the student prior instruction in the use of the software

The Effect of Student Learning Styles on the Learning Gains Achieved When Interactive Simulations Are Coupled with Real-Time Formative Assessment via Pen-Enabled Mobile Technology

This paper describes results from a project in an undergraduate engineering physics course that coupled classroom use of interactive computer simulations with the collection of real-time formative assessment using pen-enabled mobile technology. Interactive simulations (free or textbook-based) are widely used across the undergraduate science and engineering curriculia to help actively engaged students increase their understanding of abstract concepts or phenomena which are not directly or easily observable. However, there are indications in the literature that we do not yet know the pedagogical best practices associated with their use to maximize learning. This project couples student use of interactive simulations with the gathering of real-time formative assessment via pen-enabled mobile technology (in this case, Tablet PCs). The research question addressed in this paper is: are learning gains achieved with this coupled model greater for certain types of learners in undergraduate STEM classrooms? To answer this, we correlate learning gains with various learning styles, as identified using the Index of Learning Styles (ILS) developed by Felder and Soloman. These insights will be useful for others who use interactive computer simulations in their instruction and other adopters of this pedagogical model; the insights may have broader implications about modification of instruction to address various learning styles.Comment: 6 pages 2 tables and 1 figur

PRISE: An Integrated Platform for Research and Teaching of Critical Embedded Systems

In this paper, we present PRISE, an integrated workbench for Research and Teaching of critical embedded systems at ISAE, the French Institute for Space and Aeronautics Engineering. PRISE is built around state-of-the-art technologies for the engineering of space and avionics systems used in Space and Avionics domain. It aims at demonstrating key aspects of critical, real-time, embedded systems used in the transport industry, but also validating new scientific contributions for the engineering of software functions. PRISE combines embedded and simulation platforms, and modeling tools. This platform is available for both research and teaching. Being built around widely used commercial and open source software; PRISE aims at being a reference platform for our teaching and research activities at ISAE

Framework to Enhance Teaching and Learning in System Analysis and Unified Modelling Language

Cowling, MA ORCiD: 0000-0003-1444-1563; Munoz Carpio, JC ORCiD: 0000-0003-0251-5510Systems Analysis modelling is considered foundational for Information and Communication Technology (ICT) students, with introductory and advanced units included in nearly all ICT and computer science degrees. Yet despite this, novice systems analysts (learners) find modelling and systems thinking quite difficult to learn and master. This makes the process of teaching the fundamentals frustrating and time intensive. This paper will discuss the foundational problems that learners face when learning Systems Analysis modelling. Through a systematic literature review, a framework will be proposed based on the key problems that novice learners experience. In this proposed framework, a sequence of activities has been developed to facilitate understanding of the requirements, solutions and incremental modelling. An example is provided illustrating how the framework could be used to incorporate visualization and gaming elements into a Systems Analysis classroom; therefore, improving motivation and learning. Through this work, a greater understanding of the approach to teaching modelling within the computer science classroom will be provided, as well as a framework to guide future teaching activities

Computer‐based laboratory simulation: Evaluations of student perceptions

Providing resources to meet the needs of oil workers who miss blocks of an engineering course was the motivation for producing computer‐based simulations of laboratory equipment. This paper reports on student perceptions of various aspects of the package. The factors are grouped into (i) motivation and support, and (ii) presentations and interaction. A schematic representation of the controls and instrumentation was used. Two classes, engineers and non‐engineers, were the pilot groups. The engineers clearly preferred laboratories, whereas the non‐engineers were just as happy with the simulation. The results of the survey suggest that while computer‐based simulation may be an alternative to laboratories, even the best alternative, much is lost as a result. Practical appreciation and team‐working skills are not well developed The schematic presentation is easy to use, but gives the student little ‘feel’ for the operation of a real plant

A Survey of Digital Systems Curriculum and Pedagogy in Electrical and Computer Engineering Programs

Digital Systems is one of the basic foundational courses in Electrical and Computer Engineering. One of the challenges in designing and modifying the curriculum for the course is the fast pace of technology change in the area. TTL chips that were in vogue with students building physical circuits, have given way to new paradigms like FPGA based synthesis with hardware description languages such as VHDL. However, updating a course is not as simple as just changing the book, and changing the syllabus. A large amount of work needs to be done in terms of selecting the book that will accommodate the course, the device that should be used, the laboratory content, and even how much time needs to be dedicated for every topic. All these issues, and many more makes it hard to take the decision of updating the course. For that reason, this paper surveys the pedagogy and methodology that is used to teach the digital systems curriculum at different universities. The goal is that it will serve as a resource for faculty looking to update or revamp their digital systems curricula. Within the document they will find a comparative study by electrical and computer engineering program, a list of textbooks, and the devices most commonly used.Cockrell School of Engineerin

A Conceptual Mechanism Design Activity for an Introduction to Mechanical Engineering Course

A conceptual design activity is presented in this paper to introduce freshman students to motion transmission with simple gear train mechanisms. The activity requires students to select components from a catalog and perform kinematic simulations using CAD software. The activity described in this paper was implemented in an introduction to mechanical engineering course but it could also be deployed in an upper-level, undergraduate mechanisms course. The activity was successfully administered to a class of 221 students during the Spring 2017 semester but can be administered to smaller classes as well. A description of the activity is presented along with a discussion of the resources and personnel required (instructors and teaching assistants). The activity is considered simple to implement, requiring only a computer station with CAD software available in most engineering schools. Continuous improvements to the project are made based on faculty observations and assessments, as well as a survey administered to the students.Cockrell School of Engineerin

Developing digital literacy in construction management education: a design thinking led approach

Alongside the digital innovations in AEC (Architectural, Engineering and Construction) practice, are calls for a new type of digital literacy, including a new information-based literacy informed by creativity, critical analysis and the theoretical and practical knowledge of the construction profession. This paper explores the role of design thinking and the promotion of abductive problem situations when developing digital literacies in construction education. The impacts of advanced digital modelling technologies on construction management practices and education are investigated before an examination of design thinking, the role of abductive reasoning and the rise of normative models of design thinking workflows. The paper then explores the role that design thinking can play in the development of new digital literacies in contemporary construction studies. A three-part framework for the implementation of a design thinking approach to construction is presented. The paper closes with a discussion of the importance of models of design thinking for learning and knowledge production, emphasising how construction management education can benefit from them

FORGE: An eLearning Framework for Remote Laboratory Experimentation on FIRE Testbed Infrastructure

The Forging Online Education through FIRE (FORGE) initiative provides educators and learners in higher education with access to world-class FIRE testbed infrastructure. FORGE supports experimentally driven research in an eLearning environment by complementing traditional classroom and online courses with interactive remote laboratory experiments. The project has achieved its objectives by defining and implementing a framework called FORGEBox. This framework offers the methodology, environment, tools and resources to support the creation of HTML-based online educational material capable accessing virtualized and physical FIRE testbed infrastruc- ture easily. FORGEBox also captures valuable quantitative and qualitative learning analytic information using questionnaires and Learning Analytics that can help optimise and support student learning. To date, FORGE has produced courses covering a wide range of networking and communication domains. These are freely available from FORGEBox.eu and have resulted in over 24,000 experiments undertaken by more than 1,800 students across 10 countries worldwide. This work has shown that the use of remote high- performance testbed facilities for hands-on remote experimentation can have a valuable impact on the learning experience for both educators and learners. Additionally, certain challenges in developing FIRE-based courseware have been identified, which has led to a set of recommendations in order to support the use of FIRE facilities for teaching and learning purposes