Dunmire, Irvin Dale Oral History Interview -

Professor of Electrical Engineering, Department Chair (1974-1990) Topics include: Electrical and computer engineering, Dean Robert Heyborne, influence of Regent Ted Baun, Family atmosphere in Engineering Department, rapid changes in curriculum, growth in department, introduction of computers and microcomputers, beginning of Masters in Electrical Engineering, faculty in the Department.https://scholarlycommons.pacific.edu/esohc/1110/thumbnail.jp

A short history off-line

Emerging technologies for learning report - Article exploring the history of ICT in education and the lessons we can learn from the pas

Simulation modelling: Educational development roles for learning technologists

Simulation modelling was in the mainstream of CAL development in the 1980s when the late David Squires introduced this author to the Dynamic Modelling System. Since those early days, it seems that simulation modelling has drifted into a learning technology backwater to become a member of Laurillard's underutilized, ‘adaptive and productive’ media. Referring to her Conversational Framework, Laurillard constructs a pedagogic case for modelling as a productive student activity but provides few references to current practice and available resources. This paper seeks to complement her account by highlighting the pioneering initiatives of the Computers in the Curriculum Project and more recent developments in systems modelling within geographic and business education. The latter include improvements to system dynamics modelling programs such as STELLA®, the publication of introductory textbooks, and the emergence of online resources. The paper indicates several ways in which modelling activities may be approached and identifies some educational development roles for learning technologists. The paper concludes by advocating simulation modelling as an exemplary use of learning technologies ‐ one that realizes their creative‐transformative potential

The role of information technology in supporting the development of science linked technology education

This study builds on my earlier 1983 Masters research at Cranfield, which was an investigation of early technology education in the UK and USA and a pilot evaluation of the introduction of technology education into the curriculum of Stantonbury Campus in Milton Keynes, England. This gave an indication of the international trends in technology education and showed some of the potential of a problem-oriented approach to learning in schools based around a new integration of subjects and skills. It also showed the challenge to existing school teaching staff who often had to learn new skills themselves, often had to teach in new ways, and had to broaden their orientation after being single subject specialists most of their careers. Teaching materials had to be developed from scratch. IT had to be got to grips with. In September 1984, I took the post of Co-ordinator of the Schools Science and Technology Centre at the University of Oxford and had to implement a policy for sciencelinked technology education through a fast-changing period. During 1987 the pace of change accelerated rapidly being driven by the demands of the emerging new National Curriculum. By that time technology education, including IT, seemed to have become accepted as an important theme in the school curriculum in its own right. The Oxford Centre was there to offer in-service support in the development of training and teaching materials. It was, therefore, a good base for a study which could document the challenge of implementing technology education on a wide scale. In the end the sheer pace of change enacted by the government between 1987 and 1992, and shifts of position over the place of technology education, made the study a harder task than I expected. I was aiming at a fast moving target. But I hope the work is of value in exploring the link between the aspirations of those who advocate "technological capability and literacy" in our school population and what is currently being achieved. This thesis tries to explore the key areas of progress we need to make if technology education is to become a reality in our schools

The use and evaluation of a simulation game to teach professional practice skills to undergraduate Architecture students

Architects are currently grappling to exploit new forms of communication made possible with developments in internet communication. At the same time, the construction industry is in a state of flux as novel project management systems are being introduced. Students need to understand the first principles of project management within the context of our changing environment. One of the best ways for students to learn about the legalities of the construction process is through role play and simulation, but there is a Catch 22. Unless students have a basic understanding of project management, the contractual process can be confusing and intimidating. Even fifth and sixth year architecture student are reluctant to ask practitioners questions, for fear of appearing ignorant. This paper describes the use of a web-based simulation game to deliver the Management, Practice and Law syllabus to Architecture Students. The web-based game allows students to critically observe the transformation of designs into buildings through the exploration of the contract management process. A questionnaire survey was used to assess the efficacy of the simulation game as a learning tool, and in particular the effectiveness of the web-based simulation in facilitating the development of professional practice skills in undergraduate Architecture students. The initial results of the assessment indicate that the simulation game is both a useful and complementary adjunct to traditional teaching and learning methods, as observed through the evaluation of outcomes, and helpful in developing generic professional practice skills of undergraduate students. Further game development will require more formal evaluation over a series of uses