Mixed media modelling of technological concepts in electricity, methods for supporting learning styles

The overarching objective of this research is to recognize the learning styles of engineering and technology students and to propose pedagogical methods for the comprehension of technological concepts in electricity. The topic of electrical resistor-capacitor (RC) circuits has been chosen because it is fundamental to engineering and technology courses. There is substantial evidence to suggest that students find such a concept difficult to grasp. The focus of the research lies in explicating undergraduate students cognitive structures about RC circuits, and proposing a method related to students learning styles of how these cognitive structures may be enhanced. The main thesis argument claims that the transfer of knowledge from familiar RC circuit configurations to unfamiliar RC circuit configurations does not occur easily even if the problem-space is kept identical. The methodology used in this research is a mixed-method approach employing qualitative and quantitative data-gathering and analysis processes. This research concludes that the reasons for lack of transfer of knowledge stem from conceptual and perceptual constraints. Constraints involve: (a) which analogical models are employed in relation to the RC circuit, (b) how the circuit schematic diagram is drawn, and (c) relations between analogy, circuit schematic diagram, voltage-time graphs and verbal jargon used to describe circuit behaviour. The research presents a variety of novel, custom-designed learning aids which are employed within the research methodology to rectify the lack of transfer of knowledge for the RC circuits considered in the study. The design of these learning aids is based on the concept of embodied cognition and mainly makes use of visual and kinaesthetic means to appeal to students who may have different learning styles. The use of such learning aids is proposed as a complementary teaching strategy. The approach taken in this research and its outcomes are significant because they continue to inform the research and educational communities about how human development may be fostered through engineering and technology education (Barak and Hacker, 2011)

Factors shaping the evolution of electronic documentation systems

The main goal is to prepare the space station technical and managerial structure for likely changes in the creation, capture, transfer, and utilization of knowledge. By anticipating advances, the design of Space Station Project (SSP) information systems can be tailored to facilitate a progression of increasingly sophisticated strategies as the space station evolves. Future generations of advanced information systems will use increases in power to deliver environmentally meaningful, contextually targeted, interconnected data (knowledge). The concept of a Knowledge Base Management System is emerging when the problem is focused on how information systems can perform such a conversion of raw data. Such a system would include traditional management functions for large space databases. Added artificial intelligence features might encompass co-existing knowledge representation schemes; effective control structures for deductive, plausible, and inductive reasoning; means for knowledge acquisition, refinement, and validation; explanation facilities; and dynamic human intervention. The major areas covered include: alternative knowledge representation approaches; advanced user interface capabilities; computer-supported cooperative work; the evolution of information system hardware; standardization, compatibility, and connectivity; and organizational impacts of information intensive environments

One Instructional Sequence Fits all? : A Conceptual Analysis of the Applicability of Concreteness Fading in Mathematics, Physics, Chemistry, and Biology Education

To help students acquire mathematics and science knowledge and competencies, educators typically use multiple external representations (MERs). There has been considerable interest in examining ways to present, sequence, and combine MERs. One prominent approach is the concreteness fading sequence, which posits that instruction should start with concrete representations and progress stepwise to representations that are more idealized. Various researchers have suggested that concreteness fading is a broadly applicable instructional approach. In this theoretical paper, we conceptually analyze examples of concreteness fading in the domains of mathematics, physics, chemistry, and biology and discuss its generalizability. We frame the analysis by defining and describing MERs and their use in educational settings. Then, we draw from theories of analogical and relational reasoning to scrutinize the possible cognitive processes related to learning with MERs. Our analysis suggests that concreteness fading may not be as generalizable as has been suggested. Two main reasons for this are discussed: (1) the types of representations and the relations between them differ across different domains, and (2) the instructional goals between domains and subsequent roles of the representations vary.Peer reviewe

Working Notes from the 1992 AAAI Workshop on Automating Software Design. Theme: Domain Specific Software Design

The goal of this workshop is to identify different architectural approaches to building domain-specific software design systems and to explore issues unique to domain-specific (vs. general-purpose) software design. Some general issues that cut across the particular software design domain include: (1) knowledge representation, acquisition, and maintenance; (2) specialized software design techniques; and (3) user interaction and user interface

Exploring the landscapes of "computing": digital, neuromorphic, unconventional -- and beyond

The acceleration race of digital computing technologies seems to be steering toward impasses -- technological, economical and environmental -- a condition that has spurred research efforts in alternative, "neuromorphic" (brain-like) computing technologies. Furthermore, since decades the idea of exploiting nonlinear physical phenomena "directly" for non-digital computing has been explored under names like "unconventional computing", "natural computing", "physical computing", or "in-materio computing". This has been taking place in niches which are small compared to other sectors of computer science. In this paper I stake out the grounds of how a general concept of "computing" can be developed which comprises digital, neuromorphic, unconventional and possible future "computing" paradigms. The main contribution of this paper is a wide-scope survey of existing formal conceptualizations of "computing". The survey inspects approaches rooted in three different kinds of background mathematics: discrete-symbolic formalisms, probabilistic modeling, and dynamical-systems oriented views. It turns out that different choices of background mathematics lead to decisively different understandings of what "computing" is. Across all of this diversity, a unifying coordinate system for theorizing about "computing" can be distilled. Within these coordinates I locate anchor points for a foundational formal theory of a future computing-engineering discipline that includes, but will reach beyond, digital and neuromorphic computing.Comment: An extended and carefully revised version of this manuscript has now (March 2021) been published as "Toward a generalized theory comprising digital, neuromorphic, and unconventional computing" in the new open-access journal Neuromorphic Computing and Engineerin

Toward a formal theory for computing machines made out of whatever physics offers: extended version

Approaching limitations of digital computing technologies have spurred research in neuromorphic and other unconventional approaches to computing. Here we argue that if we want to systematically engineer computing systems that are based on unconventional physical effects, we need guidance from a formal theory that is different from the symbolic-algorithmic theory of today's computer science textbooks. We propose a general strategy for developing such a theory, and within that general view, a specific approach that we call "fluent computing". In contrast to Turing, who modeled computing processes from a top-down perspective as symbolic reasoning, we adopt the scientific paradigm of physics and model physical computing systems bottom-up by formalizing what can ultimately be measured in any physical substrate. This leads to an understanding of computing as the structuring of processes, while classical models of computing systems describe the processing of structures.Comment: 76 pages. This is an extended version of a perspective article with the same title that will appear in Nature Communications soon after this manuscript goes public on arxi

CBR and MBR techniques: review for an application in the emergencies domain

The purpose of this document is to provide an in-depth analysis of current reasoning engine practice and the integration strategies of Case Based Reasoning and Model Based Reasoning that will be used in the design and development of the RIMSAT system. RIMSAT (Remote Intelligent Management Support and Training) is a European Commission funded project designed to: a.. Provide an innovative, 'intelligent', knowledge based solution aimed at improving the quality of critical decisions b.. Enhance the competencies and responsiveness of individuals and organisations involved in highly complex, safety critical incidents - irrespective of their location. In other words, RIMSAT aims to design and implement a decision support system that using Case Base Reasoning as well as Model Base Reasoning technology is applied in the management of emergency situations. This document is part of a deliverable for RIMSAT project, and although it has been done in close contact with the requirements of the project, it provides an overview wide enough for providing a state of the art in integration strategies between CBR and MBR technologies.Postprint (published version