Assessment of 3D viewers for the display of interactive documents in the learning of graphic engineering

The purpose of this study is to determine which 3D viewers should be used for the display of interactive graphic engineering documents, so that the visualization and manipulation of 3D models provide useful support to students of industrial engineering (mechanical, organizational, electronic engineering, etc). The technical features of 26 3D visualization software programmes (viewers, publishers, 3D output formats) are examined, to select the three visualization configurations that best meet our needs at the Graphic Expression Department of the University of Burgos (Solidworks plus Solidworks eDrawings; Catia plus Catia eDrawings and 3DXML; several Computer-Aided Design software programmes plus Adobe Acrobat Pro Extended). These are compared using the Quality Function Deployment tool known as House of Quality. The House of Quality has enabled us to identify and quantify the importance attached by engineering teachers to each of their requirements for 3D viewers, and to identify and quantify the technical importance of each of the measurable features of these viewers

Virtual Realia: Maneuverable computer 3D models and their use in learning assembly skills.

Two experiments compared real and virtual models as aids for learning assembly skills. In Experiment 1, ten participants individually studied either a fully assembled model, or a computer-generated one, in exploded view, that could be spatially manipulated in any direction. Participants then assembled the object in front of a video camera. ANOVA indicated virtual model are studied significantly longer but yield faster assembly than a real model. Experiment 2 used the same treatments plus a fully assembled virtual mode, randomly assigned to 28 participants who studied the aid, assembled the model, and then repeated the task from memory 3 days later. ANOVA indicated no differences between the three groups in assembly speed or accuracy. However, participants studied the exploded virtual model significantly longer than the two intact views of the model suggesting the former may impose a greater cognitive load due to the additional visual information it provides

Interactive Learning Management System to Develop Spatial Visualization Abilities

An Interactive Learning Management System (ILMS) is presented, which functions as a web-based Spatial Visualization Ability (SVA) learning support tool for students of engineering graphics and as a management tool for teachers to track student learning. This software is designed to fill the gaps in student knowledge, giving them more uniform spatial visualization abilities when enrolling on University Engineering degrees. The ILMS_SVA consists of: (1) a Content Management System (CMS); (2) a preliminary level assessment test; (3) a web-based tool for exercise management and self-assessment incorporating a 3D viewer that functions as an interactive tutorial (IT), allowing the manipulation of 3D objects in every exercise; (4) a database. It is designed for three types of users (student, teacher, and administrator), and has been validated with engineering graphics students at the University of Burgos (Spain) by means of experimental trials in the classroom and a user satisfaction survey, over two academic years. The results indicate that use of this tool improved SVA among students generally and was even of greater effectiveness for those students that accessed engineering courses with no prior knowledge of Technical Drawing

Le concept de projet en psichologie du développement et de l'éducation

see fileDans cet article, on commence par problématiser la notion de projet et la situer dans le contexte des études en psychologie du développement et de l’éducation : nous partons d’un problème qui est celui-ci : comment réussit-on une phase de vie déterminée? Pour répondre à cette question, la proposition que nous développons aujourd’hui passe par un critère, celui des tâches de développement et concerne l’élaboration d’un projet. Pour ne pas rester dans le vague, nous concrétisons cette idée dans le domaine de l’éducation et d’une phase de vie en particulier : l’adolescence. Les différents eexemples concernent cette phase de vie. Nous commençons par nous interroger sur le fait que certains individus semblent présenter une croissance harmonieuse alors que d’autres sont démotivés, s’ennuient, ne semblent progresser en rien (Galand & Bourgeois, 2006). Les ambiances scolaires sont particulièrement propices à ce genre d’observation. C’est pourquoi, nous nous tournons d’abord vers les parcours scolaires. Une constatation s’impose : sans en avoir envie, on n’apprend pas. Comment des éducateurs, des enseignants peuvent-ils susciter ce désir d’apprendre sans prendre la place de l’élève ? Notre proposition rejoint celle de Perrenoud (2001) et concerne le projet de l’élève et plus globalement le projet de formation. Elle s’enrichit d’une synthèse des recherches sur le concept de projet dans la littérature scientifique contemporaine. Dans la dernière partie de l’article, nous montrons aussi que s’interroger sur le projet académique de l’individu ne suffit pas, le projet socio-affectif et le développment de l’identité constituent le soubassement sur lequel le projet de formation s’établit

1res Rencontres FORMIST - 2001 (Synthèse)

Synthèse des interventions aux premières Rencontres FORMIST (Formation à l\u27information scientifique et technique) : Repères administratifs et juridiques ; Contraintes et enjeux d\u27un projet web pédagogique : méthode, modèle et objectifs ; Comment utiliser un document pédagogique multimédia en formation des usagers ; La conception ergonomique de documents pédagogiques multimédia ; Bibliographie

Cognitive knowledge, attitude toward science, and skill development in virtual science labratories

The purpose of this quantitative, descriptive, single group, pretest posttest design study was to explore the influence of a Virtual Science Laboratory (VSL) on middle school students’ cognitive knowledge, skill development, and attitudes toward science. This study involved 2 eighth grade Physical Science classrooms at a large urban charter middle school located in Southern California. The Buoyancy and Density Test (BDT), a computer generated test, assessed students’ scientific knowledge in areas of Buoyancy and Density. The Attitude Toward Science Inventory (ATSI), a multidimensional survey assessment, measured students’ attitudes toward science in the areas of value of science in society, motivation in science, enjoyment of science, self-concept regarding science, and anxiety toward science. A Virtual Laboratory Packet (VLP), generated by the researcher, captured students’ mathematical and scientific skills. Data collection was conducted over a period of five days. BDT and ATSI assessments were administered twice: once before the Buoyancy and Density VSL to serve as baseline data (pre) and also after the VSL (post). The findings of this study revealed that students’ cognitive knowledge and attitudes toward science were positively changed as expected, however, the results from paired sample t-tests found no statistical significance. Analyses indicated that VSLs were effective in supporting students’ scientific knowledge and attitude toward science. The attitudes most changed were value of science in society and enjoyment of science with mean differences of 1.71 and 0.88, respectively. Researchers and educational practitioners are urged to further examine VSLs, covering a variety of topics, with more middle school students to assess their learning outcomes. Additionally, it is recommended that publishers in charge of designing the VSLs communicate with science instructors and research practitioners to further improve the design and analytic components of these virtual learning environments. The results of this study contribute to the existing body of knowledge in an effort to raise awareness about the inclusion of VSLs in secondary science classrooms. With the advancement of technological tools in secondary science classrooms, instructional practices should consider including VSLs especially if providing real science laboratories is a challenge

Quo Vadis: An Integrated Direction for Catholic Media Technology Engagement

Over the years, the Catholic Church has explored issues of media technology and how it relates to education. At the same time, a number of profound, modern Catholic thinkers have wrestled with the nature of media technology and how it affects the human condition. These two threads have been independent of each other. An effective conceptual understanding of the role and meaning of media technology in Catholic education requires us to weave these two threads together to craft an integrated and coherent synthesis. The question I raise is: in a culture that promulgates the digital lifestyle as the standard and norm, is there a proper way for Catholics to engage media technology? And because education forms the foundation with which we transmit our values, heritage, and worldview, we ask the attendant question of how Catholics should integrate media technology in their education? Directed at Catholics, and particularly educators, administrators, policymakers, parents, communicators, as well as creators and recipients of media technologies, this dissertation proposes seven foundational policies or keys for effective media technology engagement. These keys are in turn grounded on fundamental precepts found in scripture, magisterial documents on social communications or education, as well as discerningly mined from a wide range of other sources that offer wisdom about education and/or media technology. A prototype for an instructional technology lesson that is naturally derived from these keys is the logical next step, and is proffered in anticipation that it may be adapted to various lesson plans, home schooling activities, as well as courses in other subject areas that have with them a goal to integrate media technologies. We are at a point in multimedia learning and educational technology where practical explorations can greatly help chart the direction, type, and methods of instruction. This exploration set at the intersection of Catholic education and media technology is a first step on the journey toward empowering Catholic institutions, parents, and educators to engage media technologies in a practical way while at the same time upholding and actively living the Catholic identity and philosophy of life (Ong, 1990, p. 347)

Designing a geographic visual information system (GVIS) to support participation in urban planning

The growth of the international movement to involve the public in urban planning urges us to find new ways to achieve this. Recent studies have identified information communication technologies (ICT) as a mechanism to support such movement. It has been postulated that integrating geographic information system (GIS), virtual reality (VR) and Internet technologies will facilitate greater participation in planning activity and therefore strengthen and democratise the process. This is a growing area of research. There is, however, concern that a lack of a theoretical basis for these studies might undermine their success and hamper the widespread adoption of GIS-VR combination (GVIS). This thesis presents a theoretical framework based on the Learning System Theory (LST). ICT technologies are then assessed according to the framework. In the light of the assessmenta, prototype has been designed and developed based on a local urban regeneration project in Salford, UK. The prototype is then evaluated through two phases, namely formative evaluation and summative evaluation, to test the feasibility of the framework. The formative evaluation was focused on evaluating the functionality of the prototype system. In this case, evaluators were experts in IT or urban planning. The summative evaluation focused on testing the value of the prototype for different stakeholder groups of the urban regeneration project from local residents to planning officers. The findings from this research indicated that better visualization could help people in understanding planning issues and communicate their visions to others. The interactivity functions could further support interaction among users and the analysis of information. Moreover, the results indicated that the learning system theory could be used as a framework in looking at how GVIS could be developed in order to support public participation in urban planning.EThOS - Electronic Theses Online ServiceGBUnited Kingdo