An Augmented Reality Multimedia Learning Platform Assisting Online Lecture Delivery of Engineering Classes: an HVAC Course

Background: The ongoing COVID-19 pandemic has recently resulted in an emergent shift of traditional instruction to (presumably temporary) online delivery, and many students were not able to participate in practical activities (e.g., laboratory experiments) due to inaccessible or unavailable “brick and mortar” laboratories. Purpose: This works-in-progress paper developed a multimedia learning platform with virtual laboratory modules through an Augmented Reality (AR) environment, where virtual objects (augmented components) are superimposed onto a real learning setting during online lecture instruction. Specifically, to facilitate students’ gaining practical skills, a library of virtual objects were established for the main physical components or systems related to the undergraduate “Heating, Ventilating, and Air-conditioning (HVAC)” class to allow students to be immersed in an augmented learning reality representing the real physical world. Design: This proceeds in the following steps: 1) selecting a set of common HVAC components in the HVAC course; 2) developing an AR method to recognize each component’s figures or pictures from any learning documents (e.g., printed lecture ppt notes and textbook, and documents shown on computer or mobile screens); 3) establishing components’ 3D models with learning materials (e.g., concept and evaluation); 4) developing an AR app sequencing the learning materials upon request once an component is recognized; and 5) evaluating the app’s effectiveness. Results: This works-in-progress developed an initial AR app for an air handling unit (one main HAVC component), and the AR-based supplementary learning tool was tested and validated by graduate students who have already taken this HVAC class before. Their feedback showed that the AR tool would allow them to learn at their own pace while the instructor is not face-to-face with them, and the results revealed that the tool enhanced their practical skills especially when they are sheltered at their homes without accessing a lab or field trip. Conclusion: A well-designed AR learning app will effectively guide students to perform hands-on experiments related to the HVAC course and other STEM laboratory courses. The alternative pedagogy through AR technology also provides an efficient way to deliver practical experience online, especially when on-campus lab resources are limited or people are sheltered at home during natural disasters like the COVID-19 pandemic

รูปแบบการเรียนการสอนด้วย 4 MAT โดยใช้การเรียนรู้เชิงวัตถุบนเว็บ

The purpose of this research were to develop a 4MAT methods on web-based instruction using learning objects for secondary school students. The samples were 17 experts. Results of the research were as follows: The developed a 4MAT methods on web-based instruction using learning objects activities should be included the 5 principal components are 1) input: identification of lesson objectives, identification of content, identification of instructors’ roles, identification of learners’ roles, and identification of online learning media 2) process: to design learning activities, to implement an instructional process through the online course 3) control: to the lesson management and the homework submission control 4) output: to evaluate 5) feedback: to get feedback of improvements

Teaching Construction in the Virtual University: the WINDS project

This paper introduces some of the Information Technology solutions adopted in Web based INtelligent Design Support (WINDS) to support education in A/E/C design. The WINDS project WINDS is an EC-funded project in the 5th Framework, Information Society Technologies programme, Flexible University key action. WINDS is divided into two actions: ·The research technology action is going to implement a learning environment integrating an intelligent tutoring system, a computer instruction management system and a set of co-operative supporting tools. ·The development action is going to build a large knowledge base supporting Architecture and Civil Engineering Design Courses and to experiment a comprehensive Virtual School of Architecture and Engineering Design. During the third year of the project, more than 400 students all over Europe will attend the Virtual School. During the next three years the WINDS project will span a total effort of about 150 man-years from 28 partners of 10 European countries. The missions of the WINDS project are: Advanced Methodologies in Design Education. WINDS drives a breakdown with conventional models in design education, i.e. classroom or distance education. WINDS implements a problem oriented knowledge transfer methodology following Roger Schank's Goal Based Scenario (GBS) pedagogical methodology. GBS encourages the learning of both skills and cases, and fosters creative problem solving. Multidisciplinary Design Education. Design requires creative synthesis and open-end problem definition at the intersection of several disciplines. WINDS experiments a valuable integration of multidisciplinary design knowledge and expertise to produce a high level standard of education. Innovative Representation, Delivery and Access to Construction Education. WINDS delivers individual education customisation by allowing the learner access through the Internet to a wide range of on-line courses and structured learning objects by means of personally tailored learning strategies. WINDS promotes the 3W paradigm: learn What you need, Where you want, When you require. Construction Practice. Construction industry is a repository of ""best practices"" and knowledge that the WINDS will profit. WINDS system benefits the ISO10303 and IFC standards to acquire knowledge of the construction process directly in digital format. On the other hand, WINDS reengineers the knowledge in up-to-date courses, educational services, which the industries can use to provide just-in-time rather than in-advance learning. WINDS IT Solutions The missions of the WINDS project state many challenging requirements both in knowledge and system architecture. Many of the solutions adopted in these fields are innovative; others are evolution of existing technologies. This paper focuses on the integration of this set of state-of-the-art technologies in an advanced and functionally sound Computer Aided Instruction system for A/E/C Design. In particular the paper deals with the following aspects: Standard Learning Technology Architecture The WINDS system relies on the in progress IEEE 1484.1 Learning Technology Standard Architecture. According to this standard the system consists of two data stores, the Knowledge Library and the Record Database, and four process: System Coach, Delivery, Evaluation and the Learner. WINDS implements the Knowledge Library into a three-tier architecture: 1.Learning Objects: ·Learning Units are collections of text and multimedia data. ·Models are represented in either IFC or STEP formats. ·Cases are sets of Learning Units and Models. Cases are noteworthy stories, which describes solutions, integrate technical detail, contain relevant design failures etc. 2.Indexes refer to the process in which the identification of relevant topics in design cases and learning units takes place. Indexing process creates structures of Learning Objects for course management, profile planning procedures and reasoning processes. 3.Courses are taxonomies of either Learning Units or a design task and Course Units. Knowledge Representation WINDS demonstrates that it is possible and valuable to integrate a widespread design expertise so that it can be effectively used to produce a high level standard of education. To this aim WINDS gathers area knowledge, design skills and expertise under the umbrellas of common knowledge representation structures and unambiguous semantics. Cases are one of the most valuable means for the representation of design expertise. A Case is a set of Learning Units and Product Models. Cases are noteworthy stories, which describe solutions, integrate technical details, contain relevant design failures, etc. Knowledge Integration Indexes are a medium among different kind of knowledge: they implement networks for navigation and access to disparate documents: HTML, video, images, CAD and product models (STEP or IFC). Concept indexes link learning topics to learning objects and group them into competencies. Index relationships are the base of the WINDS reasoning processes, and provide the foundation for system coaching functions, which proactively suggest strategies, solutions, examples and avoids students' design deadlock. Knowledge Distribution To support the data stores and the process among the partners in 10 countries efficiently, WINDS implements an object oriented client/server as COM objects. Behind the DCOM components there is the Dynamic Kernel, which dynamically embodies and maintains data stores and process. Components of the Knowledge Library can reside on several servers across the Internet. This provides for distributed transactions, e.g. a change in one Learning Object affects the Knowledge Library spread across several servers in different countries. Learning objects implemented as COM objects can wrap ownership data. Clear and univocal definition of ownerships rights enables Universities, in collaboration with telecommunication and publisher companies, to act as "education brokers". Brokerage in education and training is an innovative paradigm to provide just-in-time and personally customised value added learning knowledg

Design of Instructional Modeling Language for Learning Objects and Learning Objects’ Repositories

The advancement of technology has provided tools to write instruction in every discipline. However, the concepts of automation in the field of instruction is still not used. Teachers around the globe spend countless hours in editing lengthy texts in creating syllabi and reusable components, which are the Learning Objects (LOs). The software developers also experience time-consuming process to decipher the concepts of instruction before it is written. LOs provide a potential mechanism for the educators and software developers to refine curriculum development that uses common components such as exams or syllabi. While the concept of LOs came from software engineering, there is no object modeling language, as it exists in the form of Unified Modeling Language (UML) in the field. UML has been widely used in the field of software engineering for decades. It uses notations to depict the complex objects thus making it easier for the developers to understand the requirements of a software. A similar instructional modeling language (IML) designed by the author is introduced in this dissertation with the purpose of establishing a proof of concept regarding the IML and web repository. IML makes use of acronyms and notations to depict tasks, such as creation of syllabi, reusable components such as exams, exercises, and homework. A software idea using IML is proposed as a tool for the future for educators across the globe in this research. The research also investigates the concept of the use of LOs’ web shared repository. These concepts were demonstrated with a prototype for a proposed software to high school teachers. Teachers shared positive feedback about the proposed software and thought it will eliminate many hurdles in the design of instruction, save time, and provide enormous opportunities to share LOs through web repositories

Using R2d2 To Create Information Literacy Objects In Academic Libraries: Design-Based Research

Academic librarians at the university level are increasingly called upon to create information literacy objects which are available to students online. These librarians, however, frequently have little or no training in any type of instruction, either face to face or online. Because of the unique attributes of online learning, librarians should be aware of instructional design models and learner preferences in order to maximize online student learning. Academic librarians’ utilization of the activities which promote efficacious online learning can be increased through awareness of an instructional design model best suited to this purpose. Research was needed to develop a guide and its components as a vehicle which best delivers that awareness to librarians. This study examined the process of creating an IL Object Design Guide, using design based research, in collaboration with academic librarians. Use of the Guide should aid their creation of information literacy objects for online learners and identify best practices for doing so within the framework of Bonk and Zhang’s R2D2 (Read, Reflect, Display, Do) Model and utilizing Merrill’s First Principles of Instruction. A series of four phases of data collection began with consultations with a principal collaborating librarian, continued with meetings with individual academic librarians and concluded with a final meeting with the principal collaborating librarian. Each phase of the study included data analysis of information gathered from the IL object analysis, semi-structured interviews and progressive iterations of the IL Object Design Guide. Qualitative data analysis was conducted using the In Vivo coding method. The significance of the study was the creation of the Guide which can now be used by academic librarians when creating IL Objects. The Guide is enriched with Merrill’s First Principles of Instruction and Bonk and Zhang’s R2D2. The inclusion of these elements in the Guide was found to be very helpful by the participants. This study can serve as a baseline for future development of training methods which prepare academic librarians to create IL objects that incorporate good instructional design principles and practices ultimately increasing their efficacy in education

Understand and Analyzing Learning Objects: A Foundation for Long-Term Substantiality and Use for E-Learning

In this paper, we investigated the genres of learning objects (LOs) within eight e-learning courses that provide boating safety instruction in the United States. Guided by findings from our literature review, five genres of LOs emerged during the analysis, including interactive and non-interactive graphics, interactive and non-interactive animations, and interactive text feedback. We surveyed the use of each genre of LOs within the courses and found that more non-interactive LOs than interactive LOs were adopted. Also, interactive text feedback was the most popular interactive genre available for seven courses. In our discussion, we explore potential management mechanisms of LOs in digital repositories. Our genre analysis provides a foundation for appropriate deconstruction of LOs into components, which can assist with the management of digital repositories. Effective deconstruction of LOs allows instructors and designers to successfully discover LOs that they need and reuse them in new learning units

Semantic web technology for web-based teaching and learning: A roadmap

The World-Wide Web has become the predominant platform for computer-aided instruction. Contentorientation, access and interactive features have made the Web a successful technology. The Web, however, is still evolving. We expect in particular Semantic Web technology to substantially impact Web-based teaching and learning. In this paper, we examine the potential of this technology and how we expect it to influence content representation and the work of the instructor and the learner

Content-driven design and architecture of E-learning applications

E-learning applications combine content with learning technology systems to support the creation of content and its delivery to the learner. In the future, we can expect the distinction between learning content and its supporting infrastructure to become blurred. Content objects will interact with infrastructure services as independent objects. Our solution to the development of e-learning applications – content-driven design and architecture – is based on content-centric ontological modelling and development of architectures. Knowledge and modelling will play an important role in the development of content and architectures. Our approach integrates content with interaction (in technical and educational terms) and services (the principle organization for a system architecture), based on techniques from different fields, including software engineering, learning design, and knowledge engineering