Developing novel explanatory models for electronics education

This paper explores how representations of technological concepts may be designed to help students with visual learning styles achieve successful comprehension in the field of electronics. The work accepts a wide definition of what is understood by the visualisation of a model in that it can take different external forms, but also include an internal representation in a person’s mind. We are of the opinion that to acquire scientific or technological knowledge there is a requirement for abstract models to exhibit particular features that complement the nature of their fields, and that their effectiveness is dependent on the context in question. This work reports on the development of experimental materials which are novel teaching aids in the context of electronics education. It proposes design principles based on congruent, schematised, symmetrical spatial metaphors of circuits incorporating interactivity by the use of gesture, scaffolding, learning by topological, analogical and conceptual resemblances. We conclude that qualitative methods may be employed with a significant measure of success even for a field such as electronics that is often considered to be difficult due to the necessity of abstract explanations

Electrical and Computer Engineering Annual Report 2016

Faculty Directory Faculty Highlights Faculty Fellow Program Multidisciplinary Research Fills Critical Needs Better, Faster Technology Metamaterials: Searching for the Perfect Lens The Nontraditional Power of Demand Dispatch Space, Solar Power\u27s Next Frontier Kit Cischke, Award-Winning Senior Lecturer Faculty Publications ECE Academy Class of 2016 Staff Profile: Michele Kamppinen For the Love of Teaching: Jenn Winikus Graduate Student Highlights Undergraduate Student Highlights External Advisory Committee Contracts and Grants Department Statistics AAES National Engineering Awardhttps://digitalcommons.mtu.edu/ece-annualreports/1002/thumbnail.jp

SciTech News Volume 71, No. 2 (2017)

Columns and Reports From the Editor 3 Division News Science-Technology Division 5 Chemistry Division 8 Engineering Division 9 Aerospace Section of the Engineering Division 12 Architecture, Building Engineering, Construction and Design Section of the Engineering Division 14 Reviews Sci-Tech Book News Reviews 16 Advertisements IEEE

Excellentia Eminentia Effectio

"In these pages you will learn about the fascinating research endeavors that each of our faculty members is undertaking. We have divided their research into the broad categories of health, sustainability, information, and systems. While we recognize the imperfect nature of categorizing research that, by its very nature may be interdisciplinary or transdisciplinary, we nonetheless believe it will be helpful as a way to see the depth and breadth of our research endeavors within each grouping. As you read the profiles on these pages, I know you will begin to appreciate that, taken as a whole, the research spectrum at Columbia Engineering is exceptional and that, as our professors go about their work, they are at the cusp of making breakthroughs that will have a major impact on the way we live our lives today and tomorrow.

Measurements, Models, Systems and Design

531 s.

Technology applications

A summary of NASA Technology Utilization programs for the period of 1 December 1971 through 31 May 1972 is presented. An abbreviated description of the overall Technology Utilization Applications Program is provided as a background for the specific applications examples. Subjects discussed are in the broad headings of: (1) cancer, (2) cardiovascular disease, (2) medical instrumentation, (4) urinary system disorders, (5) rehabilitation medicine, (6) air and water pollution, (7) housing and urban construction, (8) fire safety, (9) law enforcement and criminalistics, (10) transportation, and (11) mine safety

The Boston University Photonics Center annual report 2011-2012

This repository item contains an annual report that summarizes activities of the Boston University Photonics Center in the 2011-2012 academic year. The report provides quantitative and descriptive information regarding photonics programs in education, interdisciplinary research, business innovation, and technology development. The Boston University Photonics Center (BUPC) is an interdisciplinary hub for education, research, scholarship, innovation, and technology development associated with practical uses of light.This report summarizes activities of the Boston University Photonics Center during the period July 2011 through June 2012. These activities span the Center’s complementary missions in education, research, technology development, and commercialization. In 2010, the Photonics Center unveiled a five-year strategic plan as part of the University’s comprehensive review of centers and institutes. The Photonics Center continues to show progress on the Photonics Center strategic plan and is growing the Center’s position as an international leader in photonics research. For more information about the strategic plan, read the Photonics Center Strategic Plan section on page 11. In research, Photonics Center faculty published more than 100 journal papers spanning the field of photonics. A number of awards for outstanding achievement in education and research were presented to Photonics Center faculty members, including a Presidential Early Career Award for Scientists and Engineers (PECASE) for Professor Altug, the Boston University Peter Paul Professorship for Professor Han, and a Dean’s Catalyst Award for Professor Joshi. New external grant funding for the 2011-2012 fiscal year totaled $15.8M. For more information on our research activities, read the Research section on page 26. In technology development, the close of FY11 marked the end of the Photonics Center’s decade-long collaboration pipeline technology development with the Army Research Laboratory (ARL). The successful outcomes of that unique partnership include a compelling series of photonics technology prototypes aimed at force protection. Our direct collaboration with Army end users has enabled transformative advanced in sniper detection of bioterror agents, and nuclear threat detection. In the past year, the Photonics Center has expanded the scope of its unique photonic technology development program to include applications in the commercial healthcare sector. For more information on our technology development program and on specific projects, read the Technology Development section on page 52. In education, 17 Photonics Center graduate students received Ph.D. diplomas. Photonics Center faculty taught 29 photonics courses. The Center supported a Research Experiences for Teachers (RET) site in Biophotonic Sensors and Systems for 10 middle school and high school teachers. The Photonics Center sponsored the Herbert J. Berman “Future of Light” Prize at the University’s Science and Engineering Day. Professor Goldberg’s Boston Urban Fellows Project started its seventh year. For more on our education programs, read the Education section on page 64. In commercialization, the Business Innovation Center continues to operate at capacity. Its tenants include 11 technology companies with a majority having core business interests primarily in photonics and life sciences. It houses several companies founded by current and former BU faculty and students and provides students with an opportunity to assist, observe, and learn from start-up companies. For more information about Business Innovation Center activities, read the Business Innovation Center chapter in the Facilities and Equipment section on page 78

Enriching remote labs with computer vision and drones

165 p.With the technological advance, new learning technologies are being developed in order to contribute to better learning experience. In particular, remote labs constitute an interesting and a practical way that can motivate nowadays students to learn. The studen can at anytime, and from anywhere, access the remote lab and do his lab-work. Despite many advantages, remote tecnologies in education create a distance between the student and the teacher. Without the presence of a teacher, students can have difficulties, if no appropriate interventions can be taken to help them. In this thesis, we aim to enrich an existing remote electronic lab made for engineering students called "LaboREM" (for remote Laboratory) in two ways: first we enable the student to send high level commands to a mini-drone available in the remote lab facility. The objective is to examine the front panels of electronic measurement instruments, by the camera embedded on the drone. Furthermore, we allow remote student-teacher communication using the drone, in case there is a teacher present in the remote lab facility. Finally, the drone has to go back home when the mission is over to land on a platform for automatic recharge of the batteries. Second, we propose an automatic system that estimates the affective state of the student (frustrated/confused/flow) in order to take appropriate interventions to ensure good learning outcomes. For example, if the studen is having major difficulties we can try to give him hints or to reduce the difficulty level of the lab experiment. We propose to do this by using visual cues (head pose estimation and facil expression analysis). Many evidences on the state of the student can be acquired, however these evidences are incomplete, sometims inaccurate, and do not cover all the aspects of the state of the student alone. This is why we propose to fuse evidences using the theory of Dempster-Shafer that allows the fusion of incomplete evidence

E-Learning

E-learning enables students to pace their studies according to their needs, making learning accessible to (1) people who do not have enough free time for studying - they can program their lessons according to their available schedule; (2) those far from a school (geographical issues), or the ones unable to attend classes due to some physical or medical restriction. Therefore, cultural, geographical and physical obstructions can be removed, making it possible for students to select their path and time for the learning course. Students are then allowed to choose the main objectives they are suitable to fulfill. This book regards E-learning challenges, opening a way to understand and discuss questions related to long-distance and lifelong learning, E-learning for people with special needs and, lastly, presenting case study about the relationship between the quality of interaction and the quality of learning achieved in experiences of E-learning formation