Designing Enterprise Resources Planning Application for Integrating Main Activities in a Simulator Model of SCM Network Distribution

Collaborative supply chain is a specific topic in supply chain management and studied by industrial engineering students in supply chain management course. Unfortunately, conventional learning media cannot explain the phenomenon of collaborative supply chain to the students. This study aimed to design a dynamic learning media so that inter-company collaboration and information sharing on the activities of Supply Chain entities can be explained effectively to the students. The problem was solved using 3 (three) steps. First, the distribution network was described using mock up. It consists of miniature trucks, miniature network and miniature of the manufacturer-distributor-retailer embedded with tag and reader of RFID. Second, the Enterprise Resources Planning application was developed for supporting business activities. Third, we developed the integrator consists of monitor’s user interface and practice modules. The result of the research - an SCM-Simulator – will be able to improve learning skills of industrial engineering graduates, especially abilities to identify, formulate, and solve the activities of tactical plan & operational routines of Supply Chain entities. However, distribution module designed is for limited scale laboratory study of simple objects. Keywords: Distribution Network, Enterprise Resource Planning, Industrial Engineering Education, SCM Simulator,and Learning Media

Designing and Structuring the Invention process

This chapter describes how teachers can learn, design, and structure invention projects at school. Two process models are presented: project-based engineering and learning by collaborative design, highlighting knowledge creation, science, engineering, and design practices. By elaborating on these models and previous learning and designing by making research, the invention pedagogy process model and its structural phases is introduced. This model has been found to be beneficial in supporting the implementation of the project in practice. Through a case example from a university-level teacher education course, the focus is on how student teachers become acquainted with the invention pedagogy and pedagogical design of the invention project.Peer reviewe

Designing a Microcontroller Training Platform for Active Distance Learning Engineering and Technology Students

This is an active distance-learning project that addresses the hands-on microprocessor/ mi-crocontroller-related courses. A research team designed a low-cost training system with supporting instructional materials to assist the teaching of these concepts. Individual laboratory activities are being developed to reinforce student learning and skill development in programming concepts. This basic system format eventually will support an array of engineering and technology courses. This project involves two community colleges, Blue Ridge Community College (BRCC) and Olympic College (OC), and a four-year university, Old Dominion University (ODU), in a collaborative research team to design and develop a specific PIC microcontroller training system with custom-designed software and curriculum materials to support related engineering technology courses. The functions of the hardware and software cover different areas of engineering technology courses and majors to maximize the use of the microcon- troller training system

Design and Develop a Cost Effective Microcontroller Training System for Distance Learning Engineering Students

This is the review of a NSF funded project that addresses the hands-on distance learning needs in microprocessor/microcontroller related courses. A research team designed a low cost training system with supporting instructional materials to assist the teaching of these concepts. Individual laboratory activities are being developed to reinforce student learning and skill development in programming concepts. This basic system format eventually will support an array of technology courses. This project involves two community colleges, Blue Ridge Community College (BRCC), VA and Olympic College (OC), WA, and a four-year university, Old Dominion University (ODU), VA, in a collaborative research team to design and develop a specific PIC microcontroller training system with customized designed software and curriculum materials to support related engineering technology courses. The functions of the hardware and software cover different areas of engineering technology courses and majors to maximize the use of the microcontroller training system

Integrating the Entrepreneurial Mindset into the Engineering Classroom

CONTRIBUTION: This paper highlights one approach to fostering the entrepreneurial mindset in the engineering classroom. BACKGROUND: Entrepreneurship and innovation are currently trending topics in engineering education and will continue developing for the foreseeable future. INTENDED OUTCOMES: The guiding research question is: How can an entrepreneurial mindset focused learning experience improve student self-regulation, seeing value, and lifelong learning through metacognitive reflections? APPLICATION DESIGN: The study is implemented within a five-week module focused on developing the entrepreneurial mindset as part of a required course on supply chain management technology. The supporting pedagogical interventions include authentic learning, information literacy, a mix of low stakes and high stakes assessment, and parallel scaffold and collaborative learning. The module is assessed through a metacognitive reflection centered around self-regulated learning, seeing value, and lifelong learning. FINDINGS: First, the metacognitive reflections showed ~50% of participants would approach their work differently (e.g., make changes to management and scheduling, using credible sources, obtaining writing assistance through the university writing lab). Second, participants were able to articulate soft skill development and/or subject matter expertise as benefits as it relates to entering the workforce. Third, participants were able to express opportunities for extending their knowledge in the future

Senior Design Case Study: Application of System Engineering Concepts in the Design of a Router

System engineering (SE) is a multidisciplinary approach for the design, management, and realization of a complex system. In product development, SE is utilized on structuring a product development process into simple and collaborative activities that proceed throughout the entire product life-cycle, while at the same time, supporting engineers’ decision making. Project based engineering design classes are suitable for undergraduate students to study and practice the concepts of SE while solving real-world design problems. In this paper, we document the product development process, especially the structured design methodologies used in an undergraduate Senior Design project. Student learning outcomes are assessed and compared with previous semesters. We have observed overall satisfying student learning in nearly all aspects. Hence, we believe the multidisciplinary project helps students learn valuable knowledge of SE that is usually acquired through real world working experiences

Interacting with educational chatbots: A systematic review

Chatbots hold the promise of revolutionizing education by engaging learners, personalizing learning activities, supporting educators, and developing deep insight into learners’ behavior. However, there is a lack of studies that analyze the recent evidence-based chatbot-learner interaction design techniques applied in education. This study presents a systematic review of 36 papers to understand, compare, and reflect on recent attempts to utilize chatbots in education using seven dimensions: educational field, platform, design principles, the role of chatbots, interaction styles, evidence, and limitations. The results show that the chatbots were mainly designed on a web platform to teach computer science, language, general education, and a few other fields such as engineering and mathematics. Further, more than half of the chatbots were used as teaching agents, while more than a third were peer agents. Most of the chatbots used a predetermined conversational path, and more than a quarter utilized a personalized learning approach that catered to students’ learning needs, while other chatbots used experiential and collaborative learning besides other design principles. Moreover, more than a third of the chatbots were evaluated with experiments, and the results primarily point to improved learning and subjective satisfaction. Challenges and limitations include inadequate or insufficient dataset training and a lack of reliance on usability heuristics. Future studies should explore the effect of chatbot personality and localization on subjective satisfaction and learning effectiveness

Possibilities and Challenges of Using Educational Cheminformatics for STEM Education : A SWOT Analysis of a Molecular Visualization Engineering Project

This perspective paper analyses the possibilities and challenges of using cheminformatics as a context for STEM education. The objective is to produce theoretical insights through a SWOT analysis of an authentic educational cheminformatics project where future chemistry teachers engineered a physical 3D model using cheminformatics software and a 3D printer. In this article, engineering is considered as the connective STEM component binding technology (cheminformatics software and databases), science (molecular visualizations), and mathematics (graph theory) together in a pedagogically meaningful whole. The main conclusion of the analysis is that cheminformatics offers great possibilities for STEM education. It is a solution-centered research field that produces concrete artifacts such as visualizations, software, and databases. This is well-suited to STEM education, enabling an engineering-based approach that ensures students’ active and creative roles. The main challenge is a high content knowledge demand, derived from the multidisciplinary nature of cheminformatics. This challenge can be solved via training and collaborative learning environment design. Although the work with educational cheminformatics is still in its infancy, it seems a highly promising context for supporting chemistry learning via STEM education.Peer reviewe

The Blended Learning Unit, University of Hertfordshire: A Centre for Excellence in Teaching and Learning, Evaluation Report for HEFCE

The University of Hertfordshire’s Blended Learning Unit (BLU) was one of the 74 Centres for Excellence in Teaching and Learning (CETLs) funded by the Higher Education Funding Council for England (HEFCE) between 2005 and 2010. This evaluation report follows HEFCE’s template. The first section provides statistical information about the BLU’s activity. The second section is an evaluative reflection responding to 13 questions. As well as articulating some of our achievements and the challenges we have faced, it also sets out how the BLU’s activity will continue and make a significant contribution to delivery of the University of Hertfordshire’s 2010-2015 strategic plan and its aspirations for a more sustainable future. At the University of Hertfordshire, we view Blended Learning as the use of Information and Communication Technology (ICT) to enhance the learning and learning experience of campus-based students. The University has an excellent learning technology infrastructure that includes its VLE, StudyNet. StudyNet gives students access to a range of tools, resources and support 24/7 from anywhere in the world and its robustness, flexibility and ease of use have been fundamental to the success of the Blended Learning agenda at Hertfordshire. The BLU has comprised a management team, expert teachers seconded from around the University, professional support and a Student Consultant. The secondment staffing model was essential to the success of the BLU. As well as enabling the BLU to become fully staffed within the first five months of the CETL initiative, it has facilitated access to an invaluable spectrum of Blended Learning, research and Change Management expertise to inform pedagogically sound developments and enable change to be embedded across the institution. The BLU used much of its capital funding to reduce barriers to the use of technology by, for example, providing laptop computers for all academic staff in the institution, enhancing classroom technology provision and wirelessly enabling all teaching accommodation. Its recurrent funding has supported development opportunities for its own staff and staff around the institution; supported evaluation activities relating to individual projects and of the BLU’s own impact; and supported a wide range of communication and dissemination activities internally and externally. The BLU has led the embedding a cultural change in relation to Blended Learning at the University of Hertfordshire and its impact will be sustained. The BLU has produced a rich legacy of resources for our own staff and for others in the sector. The University’s increased capacity in Blended Learning benefits all our students and provides a learning experience that is expected by the new generation of learners in the 21st century. The BLU’s staffing model and partnership ways of working have directly informed the structure and modus operandi of the University’s Learning and Teaching Institute (LTI). Indeed a BLU team will continue to operate within the LTI and help drive and support the implementation of the University’s 2010-2015 Strategic plan. The plan includes ambitions in relation to Distance Learning and Flexible learning and BLU will be working to enable greater engagement with students with less or no need to travel to the university. As well as opening new markets within the UK and overseas, even greater flexibility for students will also enable the University to reduce its carbon footprint and provide a multifaceted contribution to our sustainability agenda. We conclude this executive summary with a short paragraph, written by Eeva Leinonen, our former Deputy Vice-Chancellor, which reflects our aspiration to transform Learning and Teaching at the University of Hertfordshire and more widely in the sector. ‘As Deputy Vice Chancellor at Hertfordshire I had the privilege to experience closely the excellent work of the Blended Learning Unit, and was very proud of the enormous impact the CETL had not only across the University but also nationally and internationally. However, perhaps true impact is hard to judge at such close range, but now as Vice Principal (Education) at King's College London, I can unequivocally say that Hertfordshire is indeed considered as the leading Blended Learning university in the sector. My new colleagues at King's and other Russell Group Universities frequently seek my views on the 'Hertfordshire Blended Learning' experience and are keen to emulate the successes achieved at an institutional wide scale. The Hertfordshire CETL undoubtedly achieved not only what it set out to achieve, but much more in terms of scale and impact. All those involved in this success can be justifiably proud of their achievements.’ Professor Eeva Leinonen, Vice Principal (Education), King's College, Londo

Knowledge Cartography: Software tools and mapping techniques

Knowledge Cartography is the discipline of mapping intellectual landscapes.The focus of this book is on the process by which manually crafting interactive, hypertextual maps clarifies one’s own understanding, as well as communicating it.The authors see mapping software as a set of visual tools for reading and writing in a networked age. In an information ocean, the primary challenge is to find meaningful patterns around which we can weave plausible narratives. Maps of concepts, discussions and arguments make the connections between ideas tangible and disputable. With 17 chapters from the leading researchers and practitioners, the reader will find the current state–of-the-art in the field. Part 1 focuses on educational applications in schools and universities, before Part 2 turns to applications in professional communitie