Meeting the growing demand for engineers and their educators: the potential for open and distance learning

As with all teaching, open and distance approaches are successful only if based on good pedagogical design addressing the purpose, structure and pace of the material, hence engaging students and encouraging active learning. For distance learning such pedagogical design is often expensive, and can only be justified by comparatively large student numbers. Much open and distance teaching offers meagre student support. To be successful, course developers must integrate student support into the learning materials, including such elements as a modest number of face-to-face sessions or electronic communication at a distance. This presentation discusses these issues in the context of SET distance teaching and presents examples of good practice from the UKOU, including: • an introductory course in ICT that adopts an issues-based approach, in order to de-mystify the subject and make it more attractive to students • resource-based approaches in engineering education • team projects at a distance • an emphasis on ‘active learning’ An argument is also to be made for the importance of openness if we really wish to promote engineering. In this context ‘openness’ means making programmes available to all students (even those without formal school-leaving qualifications) that will ultimately enable them to qualify as a professional engineer or an educator of engineers. The traditional approach to engineering education has been hierarchical and linear: a good school leaving certificate in mathematics / science followed by an often very theoretical university education plus an application-oriented final project. If we are serious about attracting new engineers, this will no longer do. An open and distance approach to engineering formation, based on outcomes rather than input educational levels, and with an emphasis on lifelong learning and professional development, can make a major contribution to chang

Kinematic cosmology in conformally flat spacetime

In a recent series of papers Endean examines the properties of spatially homogeneous and isotropic (FLRW) cosmological models filled with dust in the ``conformally flat spacetime presentation of cosmology'' (CFS cosmology). This author claims it is possible to resolve a certain number of the difficulties the standard model exhibits when confronted to observations, if the theoretical predictions are obtained in the special framework of CFS cosmology. As a by-product of his analysis Endean claims that no initial (big-bang) nor final (big-crunch) singularities occur in the closed FLRW model. In this paper we show up the fallacious arguments leading to Endean's conclusions and we consistently reject his CFS cosmology.Comment: 5 pages, LaTeX2e, aas2pp4.sty, cases.sty, to be published in the Astrophysical Journa

FRW Universe Models in Conformally Flat Spacetime Coordinates. III: Universe models with positive spatial curvature

We deduce general expressions for the line element of universe models with positive spatial curvature described by conformally flat spacetime coordinates. Models with dust, radiation and vacuum energy are exhibited. Discussing the existence of particle horizons we show that there is continual annihilation of space, matter and energy in a dust and radiation dominated universe, and continual creation in a LIVE domined universe when conformal time is used in Friedmann-Robertson-Walker models with positive spatial curvature. A general procedure is given for finding coordinates to be used in Penrose diagrams. We also calculate the age and the redshift of some universe models using conformal time.Comment: 22 pages, 9 figure

FRW Universe Models in Conformally Flat Spacetime Coordinates. I: General Formalism

The 3-space of a universe model is defined at a certain simultaneity. Hence space depends on which time is used. We find a general formula generating all known and also some new transformations to conformally flat spacetime coordinates. A general formula for the recession velocity is deduced.Comment: 12 page

Nurturing Creativity Using Intentional Event Design

ABSTRACT OF PROJECT Nurturing Creativity Using Intentional Event Design The purpose of this project is to continue the research and strengthen the academic foundation that underlies the intersection where creativity and creative leadership are supported by intentional event design. This project will explore the tools that can help determine if an organization encourages bold creativity or limits the time or energy allowed for creative problem solving, and the many ways we can design experiences with the intention to allow creativity to enter the room. This will extend the practical applications and explore stories where leadership, creativity and experience design intersect that others can take lessons from. The information shared will be relevant across the events and experiences industry, not too long or dense so it is highly consumable and provides a body of work that is useful to others. I have a unique position having supported messaging for a variety of leaders with creative, intentional event design using the mediums of both live and digital event experiences to educate, inform and inspire. This shared knowledge [TE1] will provide tools that allow event designers to get closer to the decision makers to best understand the desired outcomes will ultimately ensure greater success in delivering events that meet and exceed organizational objectives. This proposed book will be my second, the first being Intentional Event Design, Our Professional Opportunity (Endean, 2017). Ideally, the completed work would compel organizations to invite me to share this information and I can continue the work that encourages more events to include a rigorous and iterative design process. Tahira Endean April 24, 202

An investigation into the adoption of CDIO in distance learning

The Conceive, Design, Implement and Operate Initiative (CDIO) uses integrated learning to develop deep learning of the disciplinary knowledge base whilst simultaneously developing personal, interpersonal, product, process and system building skills. This is achieved through active and experiential learning methods that expose students to experiences engineers will encounter in their profession. These are incorporated not only in the design-build-test experiences that form a crucial part of a CDIO programme but also in discipline focused studies. Active and experiential learning methods are, of course, more difficult to incorporate into distance education. This paper investigates these difficulties and the implications in providing a programme that best achieves the goals of the CDIO approach through contemporary distance education methods. First, the key issues of adopting the CDIO approach in conventional oncampus courses are considered with reference to the development of the CDIO engineering programmes at the University of Liverpool. The different models of distance based delivery of engineering programmes provided by the Open University in the UK, and Deakin University and the University of Southern Queensland in Australia are then presented and issues that may present obstacles to the future adoption of the CDIO approach in these programmes are discussed. The effectiveness and suitability of various solutions to foreseen difficulties in delivering CDIO programmes through distance education are then considered. These include the further development, increased use and interinstitutional sharing of technology based facilities such as Internet facilitated access to laboratory facilities and computer aided learning (CAL) laboratory simulations, on campus workshops, and the development of a virtual engineering enterprise

Development of a Student Lab Experiment: 1H NMR Characterization and Synthesis of Substituted 2,2’-Bipyridines

This paper describes an undergraduate research project focused on the creation of a laboratory experiment that crosses the fields of green, biomimetic, inorganic, organic, and organometallic chemistry. Research involved investigation of the synthesis and NMR characterization of a series of Water oxidation catalysts for providing a rich learning experience for students. A goal of this project was to consider the implementation of a greener student laboratory where learning outcomes across multiple years of undergraduate laboratories could be proposed. The experimental progress and results to date will be presented