Evaluating Added Value of Augmented Reality to Assist Aeronautical Maintenance Workers - Experimentation on On-Field Use Case

Augmented Reality (AR) technology facilitates interactions with information and understanding of complex situations. Aeronautical Maintenance combines complexity induced by the variety of products and constraints associated to aeronautic sector and the environment of maintenance. AR tools seem well indicated to solve constraints of productivity and quality on the aeronautical maintenance activities by simplifying data interactions for the workers. However, few evaluations of AR have been done in real processes due to the difficulty of integrating the technology without proper tools for deployment and assessing the results. This paper proposes a method to select suitable criteria for AR evaluation in industrial environment and to deploy AR solutions suited to assist maintenance workers. These are used to set up on-field experiments that demonstrate benefits of AR on process and user point of view for different profiles of workers. Further work will consist on using these elements to extend results to AR evaluation on the whole aeronautical maintenance process. A classification of maintenance activities linked to workers specific needs will lead to prediction of the value that augmented reality would bring to each activity

Developing argumentation skills in mathematics through computer-supported collaborative learning: the role of transactivity

Collaboration scripts and heuristic worked examples are effective means to scaffold university freshmen’s mathematical argumentation skills. Yet, which collaborative learning processes are responsible for these effects has remained unclear. Learners presumably will gain the most out of collaboration if the collaborators refer to each other’s contributions in a dialectic way (dialectic transactivity). Learners also may refer to each other’s contributions in a dialogic way (dialogic transactivity). Alternatively, learners may not refer to each other’s contributions at all, but still construct knowledge (constructive activities). This article investigates the extent to which constructive activities, dialogic transactivity, and dialectic transactivity generated by either the learner or the learning partner can explain the positive effects of collaboration scripts and heuristic worked examples on the learners’ disposition to use argumentation skills. We conducted a 2 × 2 experiment with the factors collaboration script and heuristic worked examples with N = 101 math teacher students. Results showed that the learners’ engagement in self-generated dialectic transactivity (i.e., responding to the learning partner’s contribution in an argumentative way by critiquing and/or integrating their learning partner’s contributions) mediated the effects of both scaffolds on their disposition to use argumentation skills, whereas partner-generated dialectic transactivity or any other measured collaborative learning activity did not. To support the disposition to use argumentation skills in mathematics, learning environments should thus be designed in a way to help learners display dialectic transactivity. Future research should investigate how learners might better benefit from the dialectic transactivity generated by their learning partners

Development of Scientific Competences in Chemistry Courses

Enseñar química en los primeros años de educación universitaria es clave en la formación de futuros profesionales, puesto que, además de proveer los conocimientos que aportan las ciencias básicas, contribuye al desarrollo de competencias científicas para que el estudiante resuelva problemas reales, a partir de la búsqueda adecuada de información en fuentes confiables y su lectura, con el propósito de desarrollar habilidades analíticas, críticas y creativas. Es por esto que, como estrategia de innovación pedagógica, el Departamento de Ciencias Básicas de la Universidad de La Salle ha venido implementando desde el año 2016 la formulación de un proyecto de investigación en los cursos de química. En el marco de esta estrategia, desde el II-2018 las autoras se abocaron a la reflexión e implementación de la estrategia didáctica que propende por el desarrollo de competencias científicas en los cursos de Química General, Química Orgánica y Bioquímica desde tareas, investigación y aprendizaje de problemáticas vigentes en Colombia y en el mundo.Abstract: Teaching chemistry in the first years of university education is key in the training of future professionals since, in addition to providing the knowledge of the basic sciences, it contributes to the development of scientific skills that lead to the student to solve real problems, starting from the appropriate search of information in reliable sources and its reading with the purpose of developing analytical, critical and creative skills. Therefore, as a pedagogical innovation strategy, the formulation of a research project in chemistry courses has been implemented since 2016 by the Department of Basic Sciences of the Universidad de La Salle. Within the framework of this strategy, from II-2018 the authors focused on the reflection and implementation of the didactic strategy that depends on the development of scientific competences in the courses of General Chemistry, Organic Chemistry and Biochemistry from tasks, research and learning of current problems in Colombia or in the world

Enabling anticipation through visualisation in mathematising real-world problems in a flipped classroom

Meta-analyses of findings from flipped classroom studies in mathematics classrooms to date need to be treated with caution until the teachers and students involved develop mindsets that maximise and integrate the learning potential of both the out-of-classroom and in-classroom learning environments. Rather than a flipped classroom being used as a means to get through the curriculum, it can be used to enrich the curriculum. The question addressed is: Could a flipped classroom provide both vicarious experiences and fostering of critical thinking skills associated with modelling? A local secondary school implementation is used to illustrate how the approach could build meta-knowledge about mathematical modelling and facilitate associated critical thinking skills such as anticipating and visualisation to expand the learning experiences of secondary mathematics students