Model Based Design Environment for the Embedded System Case Study: Inverter Power Supply

学位記番号：工博甲43

A conceptual framework highlighting e-learning implementation barriers

Purpose– E-learning has gained much focus from educators and researchers, with many extolling e-learning over traditional learning. Despite this focus, implementation of e-learning systems often fails. Literature considers a range of barriers, impacting the success of e-learning implementations, yet to the best of our knowledge no conceptual framework is able to consolidate existing research. Design/methodology/approach– This paper undertook an in-depth review of literature concerning e-learning implementation barriers. Papers were extracted from established journals and open sources. Articles not related to e-learning implementation barriers were discarded. A total of 259 papers were identified, published between 1990 and 2016. Hermeneutics and data-driven qualitative content analysis was used to define 68 unique barriers. Findings– The 68 unique barriers were thematically grouped into four conceptual categories, i.e. Technology (T), Individual (I), Pedagogy (P) and Enabling Conditions (EC). These 4 categories led to the conceptualization of ‘TIPEC’ Framework, which highlights the key concepts hindering e-learning implementation and delivery. Results show that most articles only consider a narrow range of success barriers. Practical implications – The proposed TIPEC framework acts as a guide for education practitioners, system developers, policy makers and researchers. It provides stakeholders with a summary of e-learning barriers. Originality/Value – This paper fulfils an identified need for a conceptual framework that consolidates all current research related to E-learning implementation barriers

Adaptive Load Balancing Scheme For Data Center Networks Using Software Defined Network

A new adaptive load balancing scheme for data center networks is proposed in this paper by utilizing the characteristics of Software Defined Networks. Mininet was utilized for the purpose of emulating and evaluating the proposed design, Miniedit was utilized as a GUI tool. In order to obtain a similar environment to the data center network, Fat-Tree topology was utilized. Different scenarios and traffic distributions were applied in order to cover as much cases of the real traffic as possible. The suggested design showed superiority over the traditional scheme in term of throughput and loss rate for all the evaluated scenarios. Two scenarios were implemented; the proposed algorithm presented a loss-free performance compared to 15% to 31% loss rate in the traditional scheme for the first scenario. The proposed scheme showed up to 81% improvement in the loss rate in the second scenario. In term of throughput, the proposed scheme maintained the same level of throughput in the first scenario compared to an average of 5Mbps reduction in the throughput when using the traditional scheme. While in the second scenario, the new scheme outperformed the traditional scheme by showing an improvement of up to 16.6% in the throughput value

METODOLOGIAS ATIVAS NO ENSINO SUPERIOR: UM MAPEAMENTO SISTEMÁTICO NO CONTEXTO DOS CURSOS DE ENGENHARIA

Active learning is all pedagogical alternatives that place the focus of learning on the students. With the mediation of competent teachers, the students learn by discovery, by investigation, and by problems. Such methodologies commonly promote more content retention and comprehension once the students are engaged in activities, whether through research, group collaborations, discussion, and problem solving. This work aimed to verify the temporal evolution of active learning methods in higher education Engineering courses, based on a systematic mapping of the literature. We observed which are the main researchers in this field, their geographic location and which methodologies are preferred in the context of these courses. From the results, we observe a growth of scientific publications on active learning methodologies and Engineering Education, especially in the last five years of the period analysed (between 2015 and 2020). We also see researchs on this field in all continents, with a predominance of studies led by American and European researchers. In the mapped studies, the inverted classroom and problem-based learning were the most identified methodologies. It demonstrates a concern of teachers in this area to promote activities with high involvement, which allow the development of personal and professional skills and competencies, even during their training period.Las metodologías activas pueden entenderse como alternativas pedagógicas que ponen el foco del aprendizaje en los alumnos. Con la mediación de profesores competentes, los alumnos aprenden a partir del descubrimiento, la investigación y los problemas. Estas metodologías suelen promover una mayor retención y comprensión de los contenidos enseñados, ya que el alumno participa en actividades, ya sea a través de la investigación, la colaboración en grupo, el debate y la resolución de problemas. Este trabajo tuvo como objetivo verificar la evolución temporal del uso de las metodologías activas en el contexto de los cursos de educación superior en Ingeniería, a partir de un mapeo sistemático de la literatura. A partir de un protocolo de investigación debidamente definido, se buscó verificar cuáles son los principales investigadores en esta área, su ubicación geográfica y cuáles son las metodologías preferidas en el contexto de estos cursos. A partir de los resultados, se pudo observar que el crecimiento en el número de publicaciones científicas sobre metodologías activas en el contexto de la Enseñanza de la Ingeniería, especialmente en los últimos cinco años del período analizado (entre 2015 y 2020). Se puede observar la realización de investigaciones en este contexto en todos los continentes, con un predominio de estudios dirigidos por investigadores americanos y europeos. En los estudios mapeados, el flipped classroom y el aprendizaje basado en problemas fueron las metodologías más identificadas. Esto demuestra una mayor preocupación entre los profesores de la zona por promover actividades con alta implicación que permitan el desarrollo de habilidades y competencias personales y profesionales durante el periodo de formación.As metodologias ativas podem ser entendidas como alternativas pedagógicas que colocam o foco do aprendizado nos estudantes. Com mediação de docentes competentes, os alunos aprendem a partir da descoberta, da investigação e por problemas. Tais metodologias comumente promovem uma maior retenção e compreensão de contéudos ensinados, uma vez que o aprendiz se encontra engajado nas atividades, seja por meio de pesquisa, colaborações em grupo, discussão e resolução de problemas. Este trabalho teve como objetivo verificar a evolução temporal do uso de metodologias ativas, no contexto dos cursos superiores de Engenharia, a partir de um mapeamento sistemático da literatura. A partir de um protocolo de pesquisa devidamente definido, buscou-se verificar quais os principais pesquisadores desta área, sua localização geográfica e quais as metodologias preferidas no contexto destes cursos. A partir dos resultados, foi possível observar que o crescimento do número de publicações científicas sobre metodologias ativas no contexto da Educação em Engenharia, em especial nos últimos cinco anos do período analisado (entre 2015 e 2020). Pode-se notar a realização de pesquisas neste contexto em todos os continentes, com predomínio de estudos liderados por pesquisadores americanos e europeus. Nos estudos mapeados, a sala de aula invertida e a aprendizagem baseada em problemas foram as metodologias mais identificadas. Isso demostra uma maior preocupação dos professores da área em promover atividades com elevado envolvimento, que permitam o desenvolvimento de habilidades e competências pessoais e profissionais, ainda no período de formação

Processpatching: defining new methods in aRt&D

In the context of a rapidly changing domain of contemporary electronic art practice- where the speed of technological innovation and the topicality of art 'process as research' methods are both under constant revision- the process of collaboration between art, computer science and engineering is an important addition to existing 'R&D'. Scholarly as well as practical exploration of artistic methods, viewed in relation to the field of new technology, can be seen to enable and foster innovation in both the conceptualisation and practice of the electronic arts. At the same time, citing new media art in the context of technological innovation brings a mix of scientific and engineering issues to the fore and thereby demands an extended functionality that may lead to R&D, as technology attempts to take account of aesthetic and social considerations in its re-development. This new field of new media or electronic art R&D is different from research and development aimed at practical applications of new technologies as we see them in everyday life. A next step for Research and Development in Art (aRt&D) is a formalisation of the associated work methods, as an essential ingredient for interdisciplinary collaboration. This study investigates how electronic art patches together processes and methods from the arts, engineering and computer science environments. It provides a framework describing the electronic art methods to improve collaboration by informing others about one's artistic research and development approach. This investigation is positioned in the electronic art laboratory where new alliances with other disciplines are established. It provides information about the practical and theoretical aspects of the research and development processes of artists. The investigation addresses fundamental questions about the 'research and development methods' (discussed and defined at length in these pages), of artists who are involved in interdisciplinary collaborations amongst and between the fields of Art, Computer Science, and Engineering. The breadth of the fields studied necessarily forced a tight focus on specific issues in the literature, addressed herein through a series of focused case studies which demonstrate the points of synergy and divergence between the fields of artistic research and development, in a wider art&D' context. The artistic methods proposed in this research include references from a broad set of fields (e. g. Technology, Media Arts, Theatre and Performance, Systems Theories, the Humanities, and Design Practice) relevant to and intrinsically intertwined with this project and its placement in an interdisciplinary knowledge domain. The aRt&D Matrix provides a complete overview of the observed research and development methods in electronic arts, including references to related disciplines and methods from other fields. The new Matrix developed and offered in this thesis also provides an instrument for analysing the interdisciplinary collaboration process that exclusively reflects the information we need for the overview of the team constellation. The tool is used to inform the collaborators about the backgrounds of the other participants and thus about the expected methods and approaches. It provides a map of the bodies of knowledge and expertise represented in any given cross-disciplinary team, and thus aims to lay the groundwork for a future aRt&D framework of use to future scholars and practitioners alike

Investigating the Effects of a Virtual Process Environment on the Comprehension of Business Process Models

Within the scope of Business Process Management and Modeling, gamification is used, inter alia, to promote process model comprehension and for motivational and educational purposes. In the context of gamification in Business Process Management, this master thesis aims to investigate the effects of a virtual process environment on the cognitive load a process reader perceives during the comprehension of a process model. The comprehension of process models is essential for the proper modeling of business processes, and vice versa. In addition to the previous research approaches in terms of gamification regarding the management and modeling of business processes, this master thesis takes into account concepts from cognitive research. A study with 72 participants was conducted online. Thereby, measures of interest were the cognitive load of the textual process description, the process model and the process model extended with graphics extracted from the virtual process environment. Therefore, a fractorial desgin was established as only the process model was extended with static pictures. The virtual process environment is realized through a video based on a 3D - warehouse scenario game. As a result, no significant difference in the perceived cognitive load of the process reader was found between the three process variants. In summary, after experiencing a virtual process environment, the cognitive load of the process documentations does not differ significantly. Further analysis has shown that the process reader’s confidence in the completeness and adequacy of the shown process documentation is associated with the process document variant. Participants were more confident about the correctness of the process model extended with graphics

An Artificial Neural Network-based Decision-Support System for Integrated Network Security

As large-scale Cyber attacks become more sophisticated, local network defenders should employ strength-in-numbers to achieve mission success. Group collaboration reduces individual efforts to analyze and assess network traffic. Network defenders must evolve from an isolated defense in sector policy and move toward a collaborative strength-in-numbers defense policy that rethinks traditional network boundaries. Such a policy incorporates a network watch ap-proach to global threat defense, where local defenders share the occurrence of local threats in real-time across network security boundaries, increases Cyber Situation Awareness (CSA) and provides localized decision-support. A single layer feed forward artificial neural network (ANN) is employed as a global threat event recommender system (GTERS) that learns expert-based threat mitigation decisions. The system combines the occurrence of local threat events into a unified global event situation, forming a global policy that allows the flexibility of various local policy interpretations of the global event. Such flexibility enables a Linux based network defender to ignore windows-specific threats while focusing on Linux threats in real-time. In this thesis, the GTERS is shown to effectively encode an arbitrary policy with 99.7% accuracy based on five threat-severity levels and achieves a generalization accuracy of 96.35% using four distinct participants and 9-fold cross-validation