On site challenges for the construction of 16-storey condominium: as observed by a young civil engineering technologist

The difference between an engineer and an engineering technologist is that, an engineer would mainly focus and produce structural designs based on engineering calculations, while the job of an engineering technologist is to execute the design in the real working environment by adopting flexible and critical technical ideas on-site. The challenges can be divided into two categories, namely design challenges faced by an engineer and the construction challenges faced by an engineering technologist. Thus, the job scope of an engineering technologist is relatively wider when compared to that of an engineer, as the engineering technologist would be dealing with the consultant, contractors and suppliers on site, while handling the in situ construction challenges. This requires basic understanding of engineering principles and technology, critical thinking and problem-solving skills, modern tools competency in software applications, designs and construction calculations, as well as communication and leadership skills all rolled into one. I have recorded my experience as a junior civil engineering technologist engaged in the construction works of a 16-storey condominium at Langkawi, Kedah. Included in the descriptions are in situ technical problems encountered, potentially unsafe working conditions, foundations, scheduling and housekeeping on site, among others. I hope that the information shared in this entry would make a good introduction and induction for juniors entering the work site, where my personal undertakings could serve as a guide and reminder for them

A Scientist's Guide to Achieving Broader Impacts through K-12 STEM Collaboration.

The National Science Foundation and other funding agencies are increasingly requiring broader impacts in grant applications to encourage US scientists to contribute to science education and society. Concurrently, national science education standards are using more inquiry-based learning (IBL) to increase students' capacity for abstract, conceptual thinking applicable to real-world problems. Scientists are particularly well suited to engage in broader impacts via science inquiry outreach, because scientific research is inherently an inquiry-based process. We provide a practical guide to help scientists overcome obstacles that inhibit their engagement in K-12 IBL outreach and to attain the accrued benefits. Strategies to overcome these challenges include scaling outreach projects to the time available, building collaborations in which scientists' research overlaps with curriculum, employing backward planning to target specific learning objectives, encouraging scientists to share their passion, as well as their expertise with students, and transforming institutional incentives to support scientists engaging in educational outreach

Adapting literature to the language classroom

Very often we hear teachers arguing and complaining that today, thanks to the era of technology we live in, our students are not only no longer interested in reading but many have even lost the love for learning languages. In fact, notwithstanding all the efforts done by schools, parents and teachers, most students fail to understand the real benefits of language learning and prefer dedicating their efforts to other subjects like sciences and IT. A very good way of motivating students to love both reading for its own sake as well as languages is by adapting literature to the language classroom. This can be very challenging for the language teacher as it requires the implementation of various important concepts and strategies but at the same time very rewarding for students since literature very often deals with feelings, emotions, personal issues and has the ability to potentially enlarge a reader’s sense about the many possible ways to live. Many people still consider literature as a separate subject that has nothing to do with language learning, an assumption which is based on a reductive interpretation of the concept of language teaching and learning. Regardless of the difficulties the practitioner can encounter, using literature exposes students to different themes which textbooks usually do not include and consequently motivates students. Even more so if we consider literature as just another word for written or spoken media. Indeed, literature is one of the best tools to master a language as it is used in a real life context.peer-reviewe

Developing Educational Software: a professional tool perspective

The selection, and use of educational software and its impact in schools are still controversial issues. In this paper we present an alternative conceptualisation of educational software based on considering the software as an instrument for teachers’ professional performance. We review previous work in the areas of the design, development and evaluation of educational software and of the process of educational innovation. The review of these four areas converges to demonstrate the need for knowing and considering the context of use of educational software and for understanding users' perspectives about its roles and possibilities and hence supports a consideration a perspective on educational software which sees it as a professional tool for teachers performance of their teaching role

Electronic books: Are they effective educational tools for students who are deaf or hard of hearing?

This literature review will examine the effectiveness of electronic book features on students’ reading development in the general education population and investigate whether or not these digital tools could be a useful tool and/or supplement in literacy for students who are deaf and hard of hearing

An interprofessional, intercultural, immersive short-term study abroad program: public health and service systems in rome

The purpose of this paper is to describe a short-term study abroad program that exposes engineering and nursing undergraduate students from the United States and Italy to an intercultural and interprofessional immersion experience. Faculty from Purdue University and Sapienza Università di Roma collaborated to design a technical program that demonstrates the complementary nature of engineering and public health in the service sector, with Rome as an integral component of the program. Specifically, the intersection of topics including systems, reliability, process flow, maintenance management, and public health are covered through online lectures, in-class activities and case study discussions, field experiences, and assessments. Herein, administrative issues such as student recruitment, selection, and preparation are elucidated. Additionally, the pedagogical approach used to ensure constructive alignment among the program goals, the intended learning outcomes, and the teaching and learning activities is described. Finally, examples of learning outcomes resulting from this alignment are provided

(MU-CTL-01-12) Towards Model Driven Game Engineering in SimSYS: Requirements for the Agile Software Development Process Game

Software Engineering (SE) and Systems Engineering (Sys) are knowledge intensive, specialized, rapidly changing disciplines; their educational infrastructure faces significant challenges including the need to rapidly, widely, and cost effectively introduce new or revised course material; encourage the broad participation of students; address changing student motivations and attitudes; support undergraduate, graduate and lifelong learning; and incorporate the skills needed by industry. Games have a reputation for being fun and engaging; more importantly immersive, requiring deep thinking and complex problem solving. We believe educational games are essential in the next generation of e-learning tools. An extensible, freely available, engaging, problem-based game platform that provides students with an interactive simulated experience closely resembling the activities performed in a (real) industry development project would transform the SE/Sys education infrastructure. Our goal is to extend the state-of-the-art research in SE/Sys education by investigating a game development platform (GDP) from an interdisciplinary perspective (education, game research, and software/systems engineering). A meta-model has been proposed to provide a rigourous foundation that integrates the three disciplines. The GDP is intended to support the semi-automated development of collections of scripted games and their execution, where each game embodies a specific set of learning objectives. The games are scripted using a template based approach. The templates integrate three approaches: use cases; storyboards; and state machines (timed, concurrent, hierarchical state machines). The specification templates capture the structure of the game (Game, Acts, Scenes, Screens, Challenges), storyline, characters (player, non-player, external), graphics, music/sound effects, rules, and so on. The instantiated templates are (manually) transformed into XML game scripts that can be loaded into the SimSYS Game Play Engine. As a game is played, the game play events are logged; they are analyzed to automatically assess a player’s accomplishments and automatically adapt the game play script. Currently, we are manually defining a collection of games. The games are being used to ensure the GDP is flexible and reliable (i.e., the prototype can load and correctly run a variety of game scripts), the ontology is comprehensive, and the templates assist in defining well-organized, modular game scripts. In this report, we present the initial part of an Agile Software Development Process game (Act I, Scenes 1 and 2) that embodies learning objectives related to SE fundamentals (requirements, architecture, testing, process); planning with Gantt charts; working with budgets; and selecting a team for an agile development project. A student player is rewarded in the game by getting hired, scoring points, or getting promoted to lead a project. The game has a variety of settings including a classroom, job fair, and a work environment with meeting rooms, cubicles, and a water cooler station. The main non-player characters include a teacher, boss, and an evil peer. In the future, semi-automated support for creating new game scripts will be explored using a wizard interface. The templates will be formally defined, supporting automated transformation into XML game scripts that can be loaded into the SimSYS Game Engine. We also plan to explore transforming the requirements into a notation that can be imported into a commercial tool that supports Statechart simulation

An eMath Teacher TOOL for ACTIVE LEARNING FLEURY'S ALGORITHM

An eMathTeacher [Sánchez-Torrubia 2007a] is an eLearning on line self assessment tool that help students to active learning math algorithms by themselves, correcting their mistakes and providing them with clues to find the right solution. The tool presented in this paper is an example of this new concept on Computer Aided Instruction (CAI) resources and has been implemented as a Java applet and designed as an auxiliary instrument for both classroom teaching and individual practicing of Fleury’s algorithm. This tool, included within a set of eMathTeacher tools, has been designed as educational complement of Graph Algorithm active learning for first course students. Its characteristics of visualization, simplicity and interactivity, make this tutorial a great value pedagogical instrument

Beyond the Bubble: Technology and the Future of Student Assessment

Provides an overview of information technology's potential to enable better assessments of student achievement. Outlines promising models for testing complex skills, cognition, and learning and for utilizing such assessments to improve instruction