Collaborative development of remote electronics laboratories in the ELVIS ilab

Remote laboratories represent a significant value to engineering curricula in a variety of cases. Whether it is a complement to a hands-on experience or a substitute when a traditional lab is not feasible, remote laboratories can be a valuable educational resource. Since 1998, the MIT iLab Project has worked to increase the quality and availability of remote laboratories. Using the iLab Shared Architecture, developers of new labs can leverage a set of generic support functions and then share those labs easily and with minimal administrative cost. More recently, the iLab Project, in partnership with Obafemi Awolowo University in Nigeria, Makerere University in Uganda and the University of Dar-es-Salaam in Tanzania and in coordination with the Maricopa Advanced Technology Education Center (MATEC), has focused on building iLabs around the National Instruments Educational Laboratory Virtual Instrumentation Suite (ELVIS) platform. The ELVIS is a low-cost, small-footprint unit that contains most of the common test instruments found in a typical electrical engineering lab. By coupling the ELVIS with iLabs, a variety of remote electronics laboratories can be built and shared around the world. Using this common hardware/software platform, participants in the iLab Project at different levels of the educational spectrum have developed experiments that meet their individual curricular needs and are able to host them for use by other peer institutions. Not only does this increase the variety of ELVISbased iLabs, but it also spurs the creation of teams that can then build other, more diverse iLabs and substantively participate in project-wide collaborative development efforts. Through such coordinated efforts, iLabs can provide rich practical experiences for studentsMaricopa County Community College District. Maricopa Advanced Technology Education CenterCarnegie Corporation of New YorkMicrosoft CorporationNational Science Foundation (U.S.) (award 0702735)Singapore-MIT Alliance for Research and Technology Cente

Applications of Artificial Intelligence in Construction Industry: A Review

Construction is probably the most seasoned calling as individuals have been building safe houses and structures for centuries. In any case, the business has advanced a lot in the manner they configuration, plan, and assemble structures. As of late, development organizations have progressively begun utilizing AI in a scope of approaches to make development more effective and imaginative. From advancing work routines to improving work environment wellbeing to keeping a protected watch on development offices, AI in the development business is as of now demonstrating its worth. Development supervisors have been discovering an incentive with AI and psychological innovations to help mechanize a significant number of the everyday except fundamental assignments to running their tasks. They are discovering AI accommodating with booking related assignments so as to forestall postponements, clashes, and different issues. This is both on the staff level of planning and on the undertaking and materials side. For little scope ventures people may have the option to oversee entangled development calendars and procedures physically. Nonetheless, enormous scope, multi-year ventures require the coordination of many convoluted errands and moving parts, for example, plans and outlines, licenses, and unforeseen postponements and changes that rapidly gain out of power for people to oversee without the help of innovation. The AI can screen hardware, devices and supplies and convey cautions in the event that anybody endeavours to take something from the site. In view of the mind-boggling results AI has conveyed, it's nothing unexpected that the development business is receiving different AI advancements. The advantages that AI can give are still moderately early. In the coming years AI will keep on driving cost reserve funds, time investment funds, and generally enhancements and efficiencies to the development business

Engineering handbook

2005 handbook for the faculty of Engineerin

Engineering handbook

2006 handbook for the faculty of Engineerin

Closing the Loop: Building Synergy for Learning through a Professional Development MOOC about Flipped Teaching

This case study describes how a MOOC, funded through an NSF grant, was used to create and assess faculty professional development. The MOOC, designed and developed using a backward design process, guided participants through an online project-based learning experience that integrated learning about the flipped classroom and about how to flip a classroom as the participants designed flipped teaching materials. The course structure involved an introduction to flipped teaching and learning content, experimented with flipped ideas and concepts, and emphasized reflection and sharing of experiences with peers. Although mentoring faculty in flipped pedagogical design was the primary MOOC goal, the project also provided insights about assessing the MOOC and the personal learning experiences of MOOC participants. MOOC developers concluded that, depending on the purpose of the MOOC, course designers and instructors may need to rethink what they are assessing, and broaden their perspectives regarding how to assess what is important. Closing the assessment loop and monitoring continuous improvement may be alternative strategies for assessing learning, boosting MOOC effectiveness, and documenting conceptual change

Improving learning outcomes within a developing maritime nation lacking practical resources through the introduction of classroom technology : a case study at a South African University of Technology

This study primarily explores whether or not the use of emerging technologies can be used to counter a lack of available resources in developing countries. The research takes the form of a case study conducted over three successive semesters at a South African University of Technology maritime campus, with the subjects being the Marine Engineering students at a senior level. The study makes extensive use of concept mapping to introduce digital syllabi according to scaffold learning principles, and thereafter to implement a range of selected learning methods based on prominent learning theories to address the needs of the students, as identified by the surveyed data received. Throughout the eighteen-month classroom case study, an action research method was employed to sequentially evaluate the outcomes at each phase, and amend the devised CBT program in line with addressing the research question posed. It was the intention to ascertain if any noticeable changes were evident with regards to the development of critical thinking skills on the part of the students, which would indicate a higher level of learning. The development of critical thinking skills is in line with the desire of the South African government to develop of a skills-based economy for the country, away from an historical past whereby the following of a system was often viewed above the need for critical thinking